Full Report - International Baccalaureate

Transcription

Comparative Analysis of the International
Baccalaureate Primary Years Programme
(PYP) and Middle Years Programme (MYP) in
the Context of the Indian Education System
Submitted to the International Baccalaureate by UK NARIC
The National Recognition Information Centre for the United Kingdom
The national agency responsible for providing information and expert opinion on
qualifications and skills worldwide
February 2016
Commercial in confidence
Comparative Analysis of the IB PYP and MYP in the Context of the Indian Education System
UK NARIC February 2016
Contents
Executive Summary .............................................................................................................. 8
1. Introduction ..................................................................................................................... 12
2. Methodology ................................................................................................................... 15
3. Overview of the Indian School Education System ........................................................... 20
4. Overview of the International Baccalaureate ................................................................... 24
5. Comparing the Philosophical Underpinnings of an IB and Indian Education .................... 33
6. Comparing the Syllabi of the IB and the NCERT ............................................................. 42
7. Comparing the Principles, Curriculum and Assessment of the IB and CBSE Programmes
........................................................................................................................................... 72
8. Comparative Analysis of Selected Subjects: IB MYP and ICSE ...................................... 92
9. Summary of Key Findings ............................................................................................. 117
10. Bibliography ................................................................................................................ 124
Appendix 1: Teaching Hours in the CBSE ......................................................................... 131
2
List of Tables
Table 1: Example mapping table .......................................................................................................... 16
Table 2: Syllabi reviewed in the IB-NCERT comparative analysis ....................................................... 17
Table 3: Subjects examined in each programme.................................................................................. 18
Table 4: Stages of the Indian education system ................................................................................... 21
Table 5: ICSE Subjects for external assessment.................................................................................. 23
Table 6: Underpinning themes of the Primary Years Programme ........................................................ 26
Table 7: IB Middle Years Programme Subject Groups ......................................................................... 28
Table 8: Key terms in the IB MYP ......................................................................................................... 30
Table 9: The Aims of Education, NCF 2005 ......................................................................................... 38
Table 10: Subjects in the NCERT and IB PYP and MYP ..................................................................... 42
Table 11: Key themes and principles underpinning NCERT Classes I-V and IB PYP Mathematics.... 44
Table 12: Content in the NCERT I-V and IB PYP Mathematics ........................................................... 46
Table 13: Content comparison of the NCERT I-V and IB PYP Mathematics ....................................... 46
Table 14: Content comparison of the NCERT VI-VIII and IB PYP Mathematics .................................. 48
Table 15: Key themes and principles underpinning NCERT VI-VIII and IB PYP Science .................... 49
Table 16: Content in the NCERT and the IB PYP Science ................................................................... 51
Table 17: Content comparison of the NCERT and the IB PYP Science ............................................... 51
Table 18: Key themes and principles underpinning NCERT Social Studies I-X and IB PYP ............... 53
Table 19: Key themes and principles underpinning NCERT VI-VIII and IB PYP Social Studies .......... 55
Table 20: Content in the NCERT IB PYP Social Studies ...................................................................... 57
Table 21: Content comparison of the NCERT III-V and IB PYP Social Studies ................................... 57
Table 22: Content comparison of the NCERT VI-VIII and IB PYP Social Studies ................................ 58
Table 23: Key themes and principles underpinning NCERT and IB MYP Mathematics ...................... 60
Table 24: Content in the NCERT and IB MYP Mathematics ................................................................ 61
Table 25: Content comparison of the NCERT and IB MYP Mathematics ............................................ 62
Table 26: Key themes and principles underpinning NCERT and IB MYP Science .............................. 64
Table 27: Content in the NCERT and IB MYP Science ........................................................................ 65
Table 28: Content comparison of the NCERT and the IB MYP Science .............................................. 66
Table 29: Key themes and principles underpinning NCERT and IB MYP Social Studies .................... 68
Table 30: Content in the NCERT and IB MYP Social Studies .............................................................. 70
Table 31: Content Comparison of the NCERT and IB MYP Social Studies ......................................... 71
Table 32: Comparison of the IB to the Core Components of the CBSE ............................................... 73
Table 33: Comparison of the IB to the CBSE Curriculum Mission and Goals ...................................... 76
Table 34: Comparison of the IB and the CBSE aims of education ....................................................... 77
Table 35: Comparison of the IB and the goals of the CBSE ................................................................. 77
Table 36: Comparison of the IB and the CBSE Outcomes for Curriculum Learning ............................ 79
Table 37: Aims and objectives of the CBSE and the IB MYP Mathematics ......................................... 82
Table 38: Content comparison of the CBSE and the IB MYP Mathematics ......................................... 83
Table 39: Aims and objectives of the CBSE and IB MYP Science ....................................................... 85
Table 40: Content comparison of the CBSE and IB MYP Science ....................................................... 86
Table 41: Aims and objectives of the CBSE and IB MYP Social Studies ............................................. 88
Table 42: Content comparison of the CBSE and IB MYP Social Studies ............................................. 89
Table 43: Aims and objectives of the ICSE and IB MYP Mathematics ................................................. 93
Table 44: Content comparison of the ICSE and IB MYP Mathematics ................................................ 94
Table 45: Methods of assessment in the ICSE and IB MYP Mathematics ........................................... 95
Table 46: Assessment criteria in the ICSE and IB MYP Mathematics ................................................. 98
Table 47: Aims and objectives of the ICSE and IB MYP Science ...................................................... 100
Table 48: Content comparison of the ICSE and IB MYP Science ...................................................... 101
Table 49: Method of assessment in the ICSE and IB MYP Science .................................................. 104
Table 50: Assessment criteria in the ICSE and IB MYP Science ....................................................... 105
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Table 51: Aims and objectives of the ICSE HCG1 and IB MYP Social Studies ................................. 107
Table 52: Aims and objectives of the ICSE HCG2 and IB MYP Social Studies ................................. 108
Table 53: Content comparison of the ICSE HCG1 and IB MYP ......................................................... 109
Table 54: Content comparison of the ICSE HCG2 and IB MYP ......................................................... 110
Table 55: Method of assessment in the ICSE and IB MYP Social Studies ........................................ 111
Table 56: Assessment criteria in the ICSE HCG 1and IB MYP Social Studies .................................. 113
Table 57: Assessment criteria in the ICSE HCG 2 and IB MYP Social Studies ................................. 115
Table 58: Teaching hours in the CBSE Mathematics ......................................................................... 131
Table 59: Teaching hours in the CBSE Science ................................................................................. 132
Table 60: Teaching hours in the CBSE Social Science ...................................................................... 133
List of Figures
Figure 1: Methodological process ......................................................................................................... 15
Figure 2: Progression of the IB programmes ........................................................................................ 25
Figure 3: The IB education .................................................................................................................... 34
Figure 4: The PYP Model ...................................................................................................................... 35
Figure 5: The MYP Model ..................................................................................................................... 36
Figure 6: IB MYP Principles of good practice for differentiated learning .............................................. 74
Figure 7: Sample task from IB MYP ...................................................................................................... 97
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List of Acronyms
Term
Meaning
ATL
Approaches to learning
BTEC
Business and Technician Education Council
CBSE
Central Board of Secondary Education
CISCE
Council for Indian School Certificate Examinations
CP
Career-related Programme
DP
Diploma Programme
IB
International Baccalaureate
ICSE
The Indian Certificate of Secondary Education
MYP
Middle Years Programme
OCR National
Oxford, Cambridge and RSA (UK awarding body for general and vocational
qualifications)
PYP
Primary Years Programme
NCERT
The National Council of Educational Research and Training
NCF
The Indian National Curriculum Framework
UK NARIC
The National Recognition Information Centre for the United Kingdom
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Glossary
Key IB Terms
1
Term
Definition
Aims
The “general statements about what teachers may expect to teach or do, what
students may expect to experience or learn, and how students may be changed
1
by the learning experience” .
Approaches to
learning (ATL)
Skills that students develop that allow them to ‘learn how to learn’ .
Assessment
Criterion
The assessment criteria align with the objectives and are used by teachers to
judge the extent to which students have achieved the objectives. Teachers
3
assess the criteria through summative tasks .
Global Contexts
Used in the IB MYP teaching and learning to understand concepts through a
common language. These contexts allow for students to reflect on local,
national, global communities, and real-life experiences.
IB MYP Guide
A subject level document that includes the aims, objectives, and prescribed
concepts and assessment criteria. The document may also contain subject4
specific guidance for teaching and learning .
IB PYP Scope
and Sequences
Documents that provide examples of curriculum expectations for each subject
area. Used as a tool by IB World Schools, they identify the role of the subject
within the transdisciplinary programme and highlight the essential elements of
that subject.
Interdisciplinary
Approach taken in the IB MYP in which “students come to understand bodies of
knowledge and modes of thinking from two or more subject groups and integrate
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them to create new understanding” .
Key Concepts
These are “contributed from each subject group, provide interdisciplinary breadth
to the programme. Key concepts are broad, organising, powerful ideas that have
relevance within and across subjects and disciplines, providing connections that
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can transfer across time and culture” .
Objectives
A set of “statements which describe the skills, knowledge and understanding that
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will be addressed in the subject group” . These are then addressed through
teaching and learning.
Related
Concepts
These are “grounded in specific disciplines, explore key concepts in greater
detail, providing depth to the programme. They emerge from reflection on the
nature of specific subjects and disciplines, providing a focus for inquiry into
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subject-specific content” .
2
International Baccalaureate Organization, 2015. Further Guidance for Developing MYP Assessed Curriculum.
International Baccalaureate Organization, 2014. MYP: From principles into practice.
3
4
5
International Baccalaureate Organization, 2010. The Primary Years Programme as a model of transdisciplinary
learning.
6
7
8
6
2
Strand
These are “aspects or elements of subject-group objectives or criteria; or put
another way, strands are a detailed breakdown of what each objective or
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criterion encompasses or entails” . Objective strands must be addressed and
criteria strands assessed at least twice a year.
Transdisciplinary
Approach taken in the IB PYP “to convey learning that has relevance across the
subject areas and more importantly, learning that transcends the confines of the
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subject areas to connect to what is real in the world” .
General Terms
Term
Definition
Class
In the context of this report, “class” is used to refer to academic years in India,
e.g. Class X (Grade/Year 10).
Crossdisciplinary
Of, relating to, or involving two or more disciplines .
Curriculum
The courses, classes, or content to be taught within a programme.
Learning
outcomes
A learning outcome is the particular knowledge, skill or competency that a
student is expected to exhibit after a period of study.
Spiral approach
A learning approach that begins with teaching simple facts first, then repeatedly
re-visiting a topic with more details gradually introduced.
Syllabus
A document outlining the curriculum, topics to be taught, and assessment
requirements.
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learning.
11
Merriam-Webster, 2015. Dictionary.
7
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Executive Summary
The International Baccalaureate (IB) is a non-profit educational foundation offering four
programmes internationally through authorised IB world schools. With over 120 of these
world schools based in India12, the IB commissioned UK NARIC to undertake a comparative
analysis of two of its programmes, the Primary Years Programme (PYP) and Middle Years
Programme (MYP), in the context of the Indian education system.
The purpose of the study is to compare both the underpinning philosophies, aims and
principles of the IB and Indian school education systems, and in practice, how the resulting
curricula compare. To this end, the comparative analysis reviews the PYP and MYP in
relation to four reference points in the Indian education system:
 The Indian National Curriculum Framework (NCF, 2005)
 The National Council of Educational Research and Training (NCERT) primary and
secondary education syllabi in three subjects
 The Indian Certificate of Secondary Education (ICSE – Class IX-X) from the Council
for Indian School Certificate Examinations (CISCE) in three subjects: Mathematics,
Science, and Social Studies.
 The Secondary School Examination (qualification: All India Secondary School
Certificate) (Class IX-X) from the Central Board of Secondary Education (CBSE).
Methodology
To complete this study, UK NARIC undertook a desk-based document analysis, using
materials available in the public domain, including published curriculum guides, syllabi and
assessment framework documents.
A review of these documents from the IB and Indian reference points informed three levels
of analysis: framework level, national level, and qualification and subject level analysis.
First, the framework level analysis looked at the philosophical underpinnings of the IB and
Indian education systems, making particular reference to the IB Learner Profiles and the
Indian NCF (2005) respectively. The analysis centred on the NCF’s guiding principles; aims
of education; its mission and goals regarding learning, development and teaching; and the
concept of holistic education.
Second, the national curriculum level analysis examined the IB PYP and IB MYP against the
primary and secondary syllabi in the NCERT for Mathematics, Science, and Social Studies.
This comparison focussed on the key principles, themes, structure and content of the
qualifications.
Next, the qualification and subject-level analysis examined the IB MYP in Mathematics,
Science, and Social Studies in relation to Class IX and X syllabi in India, as prescribed by
12
At the time of writing, the IB website lists 124 schools offering one or more of the four IB programmes, with 61
of those schools offering the PYP and/or MYP.
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two of the central education boards, the ICSE and CBSE. The focus of this analysis was on
identifying similarities and differences in the curriculum (in terms of aims, objectives and key
topics covered) and assessment (in terms of format, typology of questions and/or
assessment criteria): no judgement of quality has been made or intended on any of the
programmes or awarding bodies reviewed.
In addition to the subject analysis of the CBSE and the IB MYP, the core components,
curriculum mission and goals, core competences and outcomes for the CBSE were
examined through a qualitative analysis. This comparison of the underpinning philosophies
focussed on comparable values and accounted for cultural differences where applicable.
Key Findings
The study has found many similarities between the IB and Indian education, both in principle
and in practice.
In terms of the underpinning philosophies and aims, it is evident from the framework level
analysis and the examination of the CBSE core components that both the IB and Indian
systems seek to:
 emphasise a holistic approach to education and development
 promote active and life-long learning
 develop students’ ability to construct their own knowledge; encouraging and
supporting them to make connections between what they learn in the classroom and
the world outside it
 develop communicative and inquisitive learners who are knowledgeable in subjects
they learn
 ensure appreciation for individuality and the individual differences of students
 support the development of open democratic classrooms
 focus, at this level of education, on using assessment primarily as a means to reflect
on and improve the teaching-learning process.
The CBSE and IB also share many principles and components including the development of
life-skills and global perspectives. Reflecting the national context, the CBSE includes a focus
on teaching the values of the Indian constitution. Although the Indian constitution is not a
part of the IB framework, the values that make up the constitution are similarly taught to IB
learners and the framework would enable IB World Schools to incorporate specific content
on the Constitution, as required. The CBSE and IB further focus on similar learning methods
(i.e. value-based, collaborative, conceptual), skills (i.e. communication, problem-solving,
language, and technological), and developing personal attributes (i.e. citizenship, empathy,
creativity, open-mindedness of other cultures and opinions).
At subject level, the national curriculum level analysis at primary level (NCERT and IB PYP)
found similar principles and content between the programmes in the three selected subjects.
Both the NCERT and the IB PYP aim to develop competent users in Mathematics,
investigative skills in Science, and an understanding of history, society, and the world around
students in Social Studies. A comparison of the cross-curricula linkages also demonstrated
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that both the IB and the Indian boards aim to connect the curriculum, and that the IB has a
framework in place for ensuring these linkages are taught within the curriculum.
Some themes, principles and content of primary education (in the IB and NCERT) are
similarly present in secondary education. For instance, in primary and secondary education
both programmes highlight the importance of teaching to real-life contexts and applying the
Mathematics syllabi to real-life experiences. Inquiry is a large focus of the primary and
secondary Science syllabi for both the IB and NCERT. In Social Studies, the NCERT
principles and content frequently focus on Indian contexts which would need to be adapted
into the IB.
As previously noted, the CBSE and CISCE are developed based on the standards set in the
NCERT. Therefore, comparisons of the IB PYP and MYP to syllabi prescribed by the
NCERT, CBSE and CISCE resulted in similar key findings.
Differences noted can be largely categorised as structural and contextual. In India, the
underpinning philosophy is stated in the NCF, while the NCERT develops and publishes the
key themes and principles for the curriculum, textbooks and teaching along with the core
topics to be covered. The CISCE and CBSE then use the NCERT syllabi to develop the
syllabi and assessments for each subject. Through this process, the Indian NCF, NCERT,
CBSE and CISCE are framed in the national context, with specific mention made to Indian
history and heritage, the workings of the Indian democracy and the values of the Indian
Constitution. Structurally, the IB defines a framework for the PYP and MYP respectively that
is underpinned by the IB Learner Profile. As international awards, the IB programmes are not
tied to any national context; instead the IB encourages development of common core skills,
attributes and objectives for all learners. From this, each IB World School then develops the
syllabi to reflect the local, regional or national context in which it is located.
These structural and contextual differences are demonstrated in the key findings from the
curriculum comparison. For example, the NCERT syllabi, in the subjects and classes
observed, are mostly knowledge-based, outlining the specific content to be taught and the
teaching hours recommended for each major topic area. The IB PYP and MYP is outcomesbased where overall expectations for a topic are included as part of the framework, but
specific content and teaching time is determined at school level. As such, some topics and
sub-topics with the NCERT curriculum are not readily identifiable within the IB programmes,
whilst a substantial number of similarities can be observed between the broader topic areas,
indicating clear potential for the NCERT content to be adopted by IB World Schools under
the IB framework.
Differences can also be observed in the assessment used by the IB and the two boards of
education. All three employ internal and external assessment at secondary level, although
the external assessment is optional in the case of the IB MYP. When comparing the IB MYP
specimen eAssessments for the three subjects and the CBSE question design guidelines
from the 2015/16 syllabus13, clear differences could be seen both in the number of questions
and the weighting assigned to the different question typologies; with the CBSE typically
13
No examination papers or mark schemes have been reviewed within the scope of this study.
10
employing a higher number of questions, each designed to test a given typology (including
but not limited to knowledge recall, understanding, application, and evaluation); whilst the IB
MYP, though invariably testing across these typologies, would include a smaller number of
questions that primarily testing application, evaluation and other higher order thinking skills.
When looking at the assessment criteria used in the ICSE and the IB MYP, the ICSE
descriptors for the internal assessment in the three subjects are broad and focussed on the
assessment task at hand. The IB MYP assessment criteria are used for multiple assessment
tasks but are more descriptive and relevant to the objectives of the overall subject.
In the ICSE and IB, learning outcomes are developed by schools, however a comparison of
sample learning outcomes demonstrates that both include statements for students to
understand and apply their knowledge, and analyse or discuss ideas. In mathematics and
science, the ICSE includes a sample outcome for students to apply their knowledge in other
disciplines which is coherent with the IB MYP interdisciplinary approach.
Overall, the key findings from the three analyses demonstrate clear similarities between the
IB PYP and MYP and the Indian education system, with many shared principles and aims as
well as a framework that should enable IB World Schools in India to deliver the IB PYP and
MYP in a way that is compatible with the aims, values and curriculum requirements of the
national system.
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credit and reference are given to the source. For any permissions enquiries, please contact UK
NARIC using the address below.
Published by:
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Email:[email protected]
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1. Introduction
1.1 Scope and Objectives of the Study
The International Baccalaureate (IB) is a non-profit educational foundation that offers four
programmes internationally. One of the many countries in which the IB programmes are
delivered is India. As of 2014, there were over 1.4 million elementary schools in India and
over 200,000 secondary/higher secondary schools 14 . There are currently 60 IB World
Schools in India that offer the IB PYP and 18 that offer the IB MYP15.
This study, commissioned by the IB, intends to provide a holistic comparative analysis of two
IB programmes, the Primary Years Programme (PYP) and Middle Years Programme (MYP),
in the context of the Indian education system.
About UK NARIC
UK NARIC is the designated national agency in the United Kingdom for the recognition of
international qualifications and professional skills. Since 1997, it has performed this official
function on behalf of the UK Government.
UK NARIC provides informed advice and guidance on vocational, academic and
professional qualifications from over 190 countries worldwide. The information provided
enables international and UK organisations, institutions and government agencies to
develop informed opinions when considering qualifications or training systems from
overseas.
With the expertise and experience developed through running the National Agency,
together with a number of other programmes on behalf of the UK Government and
European Union, UK NARIC has been uniquely well placed to manage and support
delivery of an extensive global research portfolio for:
 Ministries of Education and other government agencies
 Universities and other higher education institutions
 Secondary exam boards and awarding bodies
 Professional bodies
Specific areas of expertise include:
 International education systems and qualifications
 Comparative studies on curriculum and assessment
 Qualification benchmarking
 Grade comparisons
 Best practice in recognition
 Qualification framework development and/or referencing;
 Supporting the development and implementation of mutual recognition agreements.
14
National University of Educational Planning and Administration, 2014. Education For All Towards Quality with
Equity: India.
15
International Baccalaureate Organization, 2015. Find an IB World School.
12
The study will therefore seek to identify similarities and differences not only in terms of the IB
and Indian curriculum and assessment, but also the philosophies and aims which underpin
them both. For this purpose, the IB will be compared with the following reference points:
 The Indian National Curriculum Framework (NCF, 2005)
 The National Council of Educational Research and Training (NCERT) primary and
secondary education syllabi in three subjects (Mathematics, Science, and Social
Studies)
 The Indian Certificate of Secondary Education (ICSE – Class IX-X) from the Council
for Indian School Certificate Examinations (CISCE)
 The Secondary School Examination (qualification: All India Secondary School
Certificate) (Class IX-X) from the Central Board of Secondary Education (CBSE).
1.2 Research Questions
The study is designed around the following research questions:
1) In what ways does the PYP and MYP align with the ‘Guiding Principles’, ‘Aims of
Education’, and goals regarding learning, development and ‘teaching for construction
of knowledge’ articulated by the NCF 2005?
2) To what degree are the attributes of the IB Learner Profile (e.g. ‘caring’, ‘principled’,
‘open-minded’, ‘balanced’ and ‘reflective’) congruent with NCF objectives concerning
holistic education and the promotion of ‘social and cultural vivacity’ among learners?
3) To what extent do the PYP and MYP and NCERT primary and secondary syllabi
align with regards to Mathematics, Science and Social Studies subject areas?
4) In what ways does the MYP align with the Central Board of Secondary Education
‘Core Components’, ‘Curriculum Mission and Goals’, ‘Core Competence and
Outcomes’ and ‘Main Pedagogical Outcomes for Curriculum Learning Areas’ (CBSE
2015)?
5) To what degree does the MYP align with CBSE and ICSE Years IX and X
Mathematics, Science and Social Studies subject areas and more broadly facilitate
‘cross-curricula linkages’?
Structure of the Report
Section 2
Section 3
Section 4
Section 5
Section 6
includes the methodology used to complete the study
provides an overview of the Indian school education system to contextualise
the comparative analysis
includes an overview of the IB and the four programmes it offers, with a more
detailed overview of the PYP and MYP in line with the focus of this study
considers the ways in and extent to which the IB education reflects the
underpinning principles of the Indian NCF
examines how the IB PYP and MYP compare to the Indian NCERT syllabi in
selected subjects
13
Sections 7 more closely considers the Indian and IB curriculum frameworks in practice,
and 8
conducting a comparative analysis of the IB MYP with the content and
assessment format in three subjects, as designed by two Indian school
education boards, the CBSE and the CISCE respectively
Section 9
summarises the key findings from the study
Section 10 includes a bibliography of the resources used for the study.
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2. Methodology
The methodology section outlines the process used to complete the comparative analysis
and evaluation.
In order to conduct a reliable comparison of the IB qualifications against the focal points in
the Indian education system and address the research questions, the study included the
following key phases:
 Desk-based research and document review:
o For the Indian school system – NCF, NCERT, CBSE and CISCE
o For the IB – PYP and MYP
 Comparative analysis
 Evaluation and synthesis.
The process can be illustrated as follows:
Figure 1: Methodological process
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2.1 Desk-based research and document review
As a first task, information pertaining to the IB PYP and MYP, including the programme
content, and structure, assessment methods, learning outcomes and the philosophical
underpinnings was collated. Similar information was also gathered from the public domain
for the Indian NCF (2005), NCERT, CBSE and CISCE.
A full list of the sources can be found in Section 10.
First, a review of the frameworks, syllabi and programmes as a whole, was conducted to
provide context to the review of the individual IB programmes and Indian syllabi and inform
any methodological considerations. A second, comprehensive review was undertaken to
discern the key principles, themes and components of the Indian framework, curriculum and
assessment in preparation for the subsequent comparative analysis.
2.2 Comparative analysis
The second stage of the project, the comparative analysis, comprised three tiers as shown in
Figure 1:
 Framework level analysis: comparison of the IB education and the Indian NCF
 National curriculum level analysis: comparison of the IB PYP and MYP syllabi to the
Indian NCERT in Mathematics, Science and Social Studies in relevant years
 Qualification level analysis: comparison of the IB MYP curriculum and assessment,
and as appropriate, other core components, with those of two Indian education
boards, the CBSE and CISCE.
The key themes identified in the review were then searched for within the IB programmes, IB
Learner Profile and other documentation where relevant, being mindful of inevitable
variations in terminology. Using a tabular format, the report documents whether these
themes could be similarly identified within the IB. Where sufficient evidence of
similarity/alignment was found, a check mark () was used. Where any aspect of the Indian
system was not considered to be included within the IB, the cell was left blank and further
explanation provided below the table. If there was evidence to show that the IB could be
considered partially similar, a check mark with an asterisk was used (*). An example of the
table format can be seen below:
Table 1: Example mapping table
[Reference Point in the Indian System]
Key theme 1
Included in the IB
*
Key theme 2
Key theme 3

Key theme 4

Key theme 5

Key theme 6
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The accompanying analysis for each table then provides both the evidence base for aspects
UK NARIC considered to be covered by the IB as well as further explanation for areas which
are not observed in the IB, including any areas which may be partially covered. Any relevant
key features or components of the IB which were not similarly found within the Indian
reference points were also identified within the text, where appropriate.
2.2.1 Framework level analysis [Research questions 1 and 2]
Since it could be reasonably expected that the national school curriculum and assessment
would reflect the principles and aims established at a national level, the analysis began with
the framework level analysis, comparing the philosophical underpinnings of the IB and Indian
education.
The analysis centred on the Indian NCF (2005), and in particular its guiding principles; the
aims of education; its mission and goals regarding learning, development and teaching; and
the concept of holistic education.
Through this, the ways in which the PYP and the MYP align with the NCF could be clearly
identified [Research Question 1].
2.2.2 National curriculum level analysis [Research question 3]
As outlined in the Introduction, analysis of the selected IB programmes against the NCERT
centred on the three subject areas chosen by the IB: Mathematics, Science and Social
Studies. The table below identifies the syllabi used as the basis for comparison.
Table 2: Syllabi reviewed in the IB-NCERT comparative analysis
Subject area
NCERT
IB PYP
IB MYP
Mathematics
Math I-V; Math VI-VIII
Mathematics
-
Mathematics IX-X[II]
-
Mathematics
Science VI-VIII
Science
-
Science IX-X
-
Science
Social Science VI-VIII
Social studies
-
Science
Social studies
Social Science IX-X[II]
Individuals and Societies
The analysis identified and compared the NCERT and IB, for each subject area and level, in
terms of key principles and themes; and structure and content.
The aims for each subject were also considered since these set out what the curriculum
intends to achieve. It is important to highlight that the key information and level of detail
provided in IB PYP, MYP and NCERT syllabi differ considerably in places. Each of the
NCERT primary and secondary syllabi include different sections (e.g. introductions or
general points for textbook writers, etc.) on the key principles for the curriculum and the
textbook; likely accounting for the fact that specific aims of each subject will be further
elaborated by the education boards that design the qualifications. The IB syllabi all include
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introductory sections as well, but are focussed on the nature and philosophy of the subject.
As such, the analysis has sought to identify the key principles and themes for the subjects in
the NCERT syllabi, acknowledging that these may encompass aims for students to achieve,
aims for teachers to achieve, and general themes to be addressed within the curriculum.
These are listed in tabular format (outlined in Table 1), and are used as a point of reference
against which the IB PYP / MYP can be compared.
The analysis had also sought to identify and compare recommended teaching time for each
topic in the curriculum as a proportion of the teaching time for the overall subject. The data
was not available in a comparable format meaning this comparison could not be made16.
2.2.3 Qualification and subject-level analysis
Having considered the overarching national framework and curricula which underpin school
education in India, the next stage of the analysis examined how the IB PYP and MYP
compare in practice to similarly-focussed programmes in India; namely the Class IX and X
curriculum and assessment as administered by two secondary education boards, the CISCE
and the CBSE. No judgement of quality is made or intended on the programmes or awarding
bodies.
As with the NCERT analysis, the comparison of curriculum and assessment between the IB
and Indian programmes centred on three subjects selected by the IB: Mathematics, Science
and Social Science. Again the most relevant modules and syllabi for these subjects were
identified in the IB MYP, CBSE and ICSE during the review stage and the associated syllabi
and assessment materials collated. These can be seen in the table below:
Table 3: Subjects examined in each programme
Subject area
CBSE
ICSE
IB MYP
Mathematics
Mathematics 041
Mathematics
Mathematics
Science
Science 086/090
Science
Science
Social Studies
Social Science 087
History,
Civics,
17
Geography (50)
and
Individuals and Societies
The subject-level analysis involved identification of the key aims, themes and principles that
guide the syllabus for each subject, with consideration given to how and to what extent these
could be similarly found within the IB programmes. Consideration was also given to the
content in terms of range of topics as well as similarities in topics covered in the two syllabi 18.
16
The NCERT Primary syllabi indicate the recommended number of periods or hours to be spent on topics within
the Mathematics and Science but not in the Social Science. The IB PYP syllabus does not make
recommendations for time spent on subjects, but similar to the NCERT, the teachers or schools set the hours for
their classroom.
17
The Economics (64) module has also been examined on a secondary basis.
18
The CBSE has detailed subject level objectives and outcomes that are content specific. Therefore, a
comparison of learning outcomes could not be completed.
18
The ICSE and CBSE syllabi all include descriptive sections on the topics, themes, and
concepts that should be taught as part of the course. This differs from the IB in that key
concepts and related concepts alongside objectives and/or strands are provided to schools
to develop their own written and taught curriculum. The comparison of content was therefore
based on the overarching themes, concepts and skills.
The IB MYP Guides and IB PYP Scope and Sequences documentation, outlining the
suggested curriculum, assessment and skills taught (meant as examples for IB schools)
were used as the principle source for the comparison against the ICSE and CBSE Class IXX curricula.
Some consideration was also given to assessment in both systems, though within the scope
of the study, this largely focussed on the assessment format and typology defined within the
respective syllabi rather than a review of actual examination papers. As such, the analysis
sought to identify similarities and differences in approaches to assessment rather than
provide a value judgement on rigour or demand.
Both the IB and the two Indian programmes employ internal assessment so the analysis
reflected on relevant guidelines for internal assessment where necessary. For example, the
ICSE syllabi all include guidelines for marking the internal assessment with the criteria and
range of grades that can be awarded. Although these are structured differently from the IB
MYP, there was sufficient information to inform a comparative analysis with the IB MYP
assessment criteria. Similarly both the ICSE and MYP provide suggestions for internal
assessment tasks which were considered within the analysis.
Nevertheless, greater emphasis was placed on external assessment of the Indian
programmes, taking in to consideration the method(s) of assessment employed, including
the number, typology (types of skills assessed) and weighting of questions. This involved a
comparative analysis of the IB MYP eAssessments in related subjects, though it should be
acknowledged that unlike the CBSE and ICSE, the eAssessment is optional within the IB.
In addition to the subject analysis, consideration was given to the core components,
principles and outcomes for the CBSE; namely the:
 Core components
 Curriculum mission and goals
 Core competence and outcomes
 Main pedagogical outcomes for curriculum learning areas.
As with the framework level analysis, which considered the underpinning philosophies and
aims; the analysis of the CBSE components was qualitative in nature; applying a process of
best fit and accounting for cultural and terminology differences where applicable. For
example, it was accepted that no similar reference to the Indian constitution would be made
in an international award and accordingly the analysis sought to identify evidence of
comparable values integral to the IB education.
19
3. Overview of the Indian School Education System
3.1 Oversight and Administration
Responsibility for the national planning and policy of the overall education system lies with
the Ministry of Human Resource Development (MHRD), part of the central government.
Under this ministry are two education departments: the Department of Higher Education and
Department of School Education and Literacy; with the latter holding responsibility for the
development of school education and implementing the National Policy of Education (1992).
State governments also share the responsibility of developing school education in each state.
The development of key educational policies and programmes, including the National
Curriculum Framework, is done by the National Council of Education Research and Training
(NCERT). The NCERT is further responsible for the implementation of government policy on
education and developing the curricula, syllabi, textbooks and additional materials for school
education and advising the central and state governments and boards.
Central and State Boards of Secondary/Senior Secondary Education use the national
standard set by the NCERT to develop the curriculum, syllabi, and public examinations in
their state or union territory. The CBSE and CISCE, two boards referenced in this study, are
central (national) boards, alongside the National Institute of Open Schooling (NIOS)19.
The CBSE
The CBSE sets the curriculum in affiliated schools and government schools and conducts
examinations for the All India / Delhi Secondary School Certificate (after Class 10) and the
All India / Delhi Senior School Certificate (after Class 12). The CBSE has more than 16,000
affiliated schools 20 , and also conducts the Jawahar Navodaya Vidyalaya Selection Test
(JNVST) for classes VI & IX. The CBSE also conducts a range of other assessments or
entrance examinations for professional courses, including the Joint Entrance Examination
(JEE-Main) for undergraduate Engineering programme and gateway for JEE (Advanced),
Proficiency Test for Class X students, and the Central Teachers Eligibility Test (CTET)21.
The CISCE
The CISCE was established in 1958 and since 1973 has set the curriculum and conducted
public examinations in English for the Indian Certificate of Secondary Education (ICSE (after
Class 10)), the Indian School Certificate (after Class 12), and the Certificate in Vocational
Education (after Class 12 in the vocational stream). Students taking the CISCE examinations
must be enrolled in an affiliated school22, of which there are over 2,10023. The CISCE also
19
International Comparisons, UK NARIC.
Central Board of Secondary Education, 2014. Annual Report 2014-2015.
21
22
Council for the Indian School Certificate Examinations, (n.d.). Regulations Indian Certificate of Secondary
Education Examination.
23
Council for the Indian School Certificate Examinations, 2013. Locate a Council Affiliated School.
20
20
conducts two national competitions: the Frank Anthony Memorial All-India Inter-School
Debate and the Albert Barrow Memorial All-India Inter-School Creative Writing competitions.
3.2 Principles and Aims of School Education
The guiding principles and aims of school education in India are set out in the NCF (2005),
which is designed and reviewed by the NCERT. The NCF principles and aims underpin the
NCERT syllabi published for each subject. The NCERT publishes subject level textbooks
based on the standards in the NCF (2005). The NCF also includes information such as the
recommended school days in an academic year (i.e. 200) and that there should be a
minimum of 180 instructional days with four hours of instruction a day at primary school, and
five hours at upper primary school and above. The school year must fall between June / July
to March / April. Further information on the principles and aims set out in the NCF is
presented in Section 5 of the report.
3.3 Structure and curriculum
Education is compulsory and free for children between the ages of 6-14 under the Indian
National Policy of Education (1992); however some states only require that children take five
or six years of primary education. Overall, there are 12 years in the Indian school system
with school years commonly referred to as ‘Standards’ or 'Classes', i.e. from Class 1 to
Class 12. For clarity, the term ‘Class’ will be used throughout this report to relate to
academic school years in India.
During the 12 years of education, the first ten years are delivered as part of the general
school education, and the final two years as part of senior secondary school.
Table 4: Stages of the Indian education system
24
Stage
Elementary
Primary Stage
Upper Primary Stage /
Secondary School
Secondary
Higher Secondary
24
25
Lower Secondary
Senior Secondary
Class / Grade
Class / Standard
1
I
2
II
3
III
4
IV
5
V
6
VI
7
VII
8
VIII
9
IX
10
X
11
XI
12
XII
25
International Comparisons. UK NARIC.
In some States upper primary ends at this year.
21
At elementary stage, the NCERT develops syllabi for the following subjects:
 English
 Environmental Studies
 Hindi
 Mathematics
 Sanskrit
 Science
 Social Science
 Urdu26.
For secondary and higher secondary classes, the NCERT provides subject syllabi and
textbooks across a large range of subjects, from which central and state education boards
can develop their syllabi and assessments. The medium of instruction is Hindi or the regional
language; however a second language, often English (or Hindi) is required starting at Class
VI. Compulsory subjects are determined by the board.
At the end of general school education (Class 10 of lower secondary) students sit public
examinations conducted by either a state board or national board (i.e. All-India examining
bodies). Upon successful completion of Class 10 students receive a secondary school
certificate (the title of the award depends on the awarding body)27.
Senior secondary school can be academic, and prepare for higher education; or vocational
in order to prepare for higher vocational education. At the end of senior secondary school
(Class 12), students sit public examinations, and on successful completion receive a senior
secondary certificate (again, the title of the award depends on the awarding body).
CBSE Curriculum
Within the CBSE secondary curriculum, students would be expected to study:
 Two languages
 Art education
 Mathematics
 Physical education
 Science
 Social sciences
 Work education or pre-vocational education28.
They may also undertake additional subjects.
26
National Council of Educational Research and Training, 2006. Syllabus for Classes at the Elementary Level Volume 1.
27
International Comparisons. UK NARIC.
28
Central Board of Secondary Education, 2015. Secondary School Curriculum 2015-2016 - Volume 1 Main
Subjects.
22
CISCE Curriculum
Students taking the ICSE examinations undertake Socially Useful Productive Work
(compulsory for all students) and sit six subjects, which for the external examinations include:
29
Table 5: ICSE Subjects for external assessment
Subject
Group
Subjects
I
Compulsory subjects:
II
III
29

English (compulsory)

A second language (compulsory)

History, civics and geography (compulsory)
Two of the following:

A Classical Language

A Modern Foreign Language

Commercial Studies

Economics

Environmental Science

Mathematics

Science (Physics, Chemistry, Biology)
One of the following:

A Modern Foreign Language

Art

Commercial Applications

Computer Applications

Cookery

Economic Applications

Environmental Applications

Fashion Designing

Home Science

Performing Arts

Physical Education

Technical Drawing Applications

Yoga
Council for the Indian School Certificate Examinations, (n.d.). Regulations Indian Certificate of Secondary
Education Examination.
23
4. Overview of the International Baccalaureate
The International Baccalaureate (IB) is a non-profit educational foundation founded in 1968.
The IB is run internationally by three Global Centres in The Hague, Bethesda, and
Singapore. A Foundation Office is located in Geneva, the Assessment Centre is in Cardiff,
and a final office is in Buenos Aires.
4.1 IB Philosophy and Learner Profile
The IB programmes are developed, delivered, and maintained by the IB’s philosophy to
focus not only on academics, but also on personal, emotional, and social skills. This is
further demonstrated in the IB’s mission statement as follows:
“The International Baccalaureate® aims to develop inquiring, knowledgeable
and caring young people who help to create a better and more peaceful world
through intercultural understanding and respect.
To this end the organization works with schools, governments and
international organizations to develop challenging programmes of international
education and rigorous assessment.
These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with
their differences, can also be right”30.
All of the IB programmes hold a philosophy to develop their learner’s academic and nonacademic attributes. These ideals and descriptors are defined in the IB Learner Profile. The
profile describes the types of learner the IB intends to develop, namely:
 Inquirers
 Knowledgeable
 Thinkers
 Communicators
 Principled
 Open-minded
 Caring
 Risk-takers
 Balanced
 Reflective.
Schools offering the programmes are expected to assist students in becoming an IB Learner.
The Learner Profile attributes are discussed and compared to the key themes and
underpinning philosophies of the Indian education system in the comparative analysis31.
30
The International Baccalaureate (n.d.). Mission.
For the full IB Learner Profile, please visit http://www.ibo.org/globalassets/digital-tookit/flyers-andartworks/learner-profile-en.pdf
24
31
4.2 Programmes
Four programmes are offered globally by the IB including the Primary Years Programme
(PYP), Middle Years Programme (MYP), Diploma Programme (DP) and Career-related
Programme (CP). All four programmes are delivered internationally in authorised schools,
referred to as IB World Schools. The IB World Schools can deliver individual IB programmes
or offer them as a continuum. Additionally, the programmes can be taught and assessed in
three languages: English, French, and Spanish.
In terms of duration, the IB PYP is generally run by schools as a five to six year
programme32 and the IB MYP as a two to five year programme. Both the IB DP and CP are
two year programmes. The progression of the IB programmes, when taken in continuum,
can be seen in the figure below. Equally, students can enter any of the below IB
programmes without previous experience in an IB programme.
Figure 2: Progression of the IB programmes
32
The PYP may be begin at age three and often concludes at grade 6 (however some schools run till grade 7).
25
4.2.1 IB Primary Years Programme
The IB PYP is a primary level programme offered to students between the ages of 3-12. The
intention of the programme is to expand beyond the academic curriculum and focus on the
child as a whole. Specifically, the IB PYP aims to develop active, caring, lifelong learners
‘who demonstrate respect for themselves and others and have the capacity to participate in
the world around them’33.
The IB PYP curriculum itself is split into three sections: what students should learn (written
curriculum), how students should learn (taught curriculum), and how to determine what
students have learned (assessed curriculum).
What Students Should Learn
As part of the written curriculum framework, schools teach five essential elements regarding
the knowledge, concepts, skills, attitudes and actions the IB considers students to need in
order to lead successful lives. The written curriculum is referred to as a programme of inquiry.
This programme includes multiple units of inquiry that combine global issues and central
ideas that are relevant to a transdisciplinary theme34. The six transdisciplinary themes in the
programme of inquiry include:
Table 6: Underpinning themes of the Primary Years Programme
The Six Transdisciplinary Themes of PYP

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the planet.
35
Linked to each of the above themes is a description, a central idea, key concepts, related
concepts, and lines of inquiry.
The IB PYP is a concept-driven curriculum, using key concepts and related concepts that
have significance within and across disciplines. The concept-driven curriculum is also used
to support inquiry, which the PYP believes is key to promoting meaning and understanding.
A set of eight key concepts is then applied to each of the subjects.
33
34
35
The International Baccalaureate (n.d.). Primary Years Programme.
International Baccalaureate Organization, 2012. Developing a transdisciplinary programme of inquiry
The International Baccalaureate (n.d.). How the PYP works.
26
A sample programme of inquiry for the written curriculum is provided within the IB’s
Developing a transdisciplinary programme of inquiry (2008) 36. IB PYP schools can either
adopt and adapt an existing transdisciplinary sample programme of inquiry or develop their
own. Schools can determine the content to include and can adapt the programme to reflect
national, regional or local requirements within the units of inquiry.
The Science and Social Studies Scopes and Sequences documents are organised by agebanded stages, whereas Mathematics is organised by ‘phases’ which are an alternative to
demonstrate the developmental process that is not age-related 37 . These phase or agebanded stages are then organised in a continuum which emphasises the construction of
meaning and deeper understanding of concepts. Conceptual understanding is then
developed at each phase or age-banded stage with learning outcomes associated with
these.
How Students Should Learn
The taught curriculum defines the pedagogical approach for the programme and
demonstrates how schools should teach the written curriculum. This includes supporting
students by:
 Drawing on their prior knowledge
 Providing provocation through new experiences
 Providing opportunities for reflection and consolidation.
Assessment
The IB PYP assessment curriculum explains that teachers are required to observe student
performance and promote learning. Teachers can use assessment to measure students
understanding of what has been taught (summative assessment) and to measure what they
already know in order to plan the next stage of learning (formative assessment)38. In the final
year of the IB PYP, all students engage in a collaborative project known as the IB PYP
exhibition.
36
International Baccalaureate Organization, 2012. Developing a transdisciplinary programme of inquiry.
International Baccalaureate Organization, 2009. Introduction to the PYP Scope and Sequences.
38
International Baccalaureate Organization, 2009. Making the PYP happen: A curriculum framework for
international primary education.
27
37
4.2.2 IB Middle Years Programme
The IB MYP is offered to students aged 11-16 and consists of eight subject groups from
which students choose courses.
Table 7: IB Middle Years Programme Subject Groups
MYP Subject Groups








Language acquisition
Language and literature
Individuals and societies
Sciences
Mathematics
Arts
Physical and health education
Design.
IB World Schools offering the MYP must teach at least one subject from each of the eight
subject groups through to year 3. For both years 4 and 5, students have subject-group
flexibility and can choose a minimum of six out of the eight subjects to study. The six must
include Language Acquisition, Language and Literature, Mathematics, Sciences, and
Individuals and Societies, and one course from the additional subjects (Arts, Design, or
Physical and Health Education).
Each subject group has a minimum of 50 hours’ teaching time required per year of
programme. The final two years of the programme are more flexible depending on
requirements set by the school and a student’s learning goals (i.e. 70 teaching hours
subject in the last two years of the programme are recommended for those taking
eAssessment).
the
the
per
the
As well as the above subjects, students take an interdisciplinary unit each year of the
programme that combines two or more of the eight subject groups. Additionally, students
complete a long-term project.
Principles and Philosophy of the IB MYP Curriculum
Inquiry is key to the written, taught and assessed curriculum across the IB programmes and
is at the heart of the MYP structure. The IB uses inquiry to promote deeper levels of
understanding in students. IB MYP Mathematics, Science, and Individuals and Societies all
sustain inquiry by “developing conceptual understanding in global contexts. Teachers
and students develop a statement of inquiry and use inquiry questions to explore the
subject. Through their inquiry, students develop specific interdisciplinary and disciplinary
approaches to learning skills”39.
39
International Baccalaureate Organization, 2014. Middle Years Programme: Mathematics guide.
28
The conceptual understanding is framed by key concepts and related concepts within each
subject. These are prescribed in the MYP Guides40 for teachers to use when developing the
curriculum. Schools are able to develop additional concepts as needed to meet local
requirements 41 . The key concepts are used to develop the broad curriculum and create
connections between and among courses within the subject and other subject groups.
Related concepts promote the deeper learning and are subject-specific.
Global contexts are used in teaching and learning to create a common ground to build on
and provide context to the concepts discussed above. Students encounter all of the six
global contexts over the course of their study. Teachers must identify one of the following
global contexts to use and explore in each unit of a course:
 Identities and relationships
 Orientation in space and time
 Personal and cultural expression
 Scientific and technical innovation
 Globalisation and sustainability
 Fairness and development.
Statements of inquiry are then used to ‘set conceptual understanding in a global context in
order to frame classroom inquiry and direct purposeful learning’ 42 . Each IB MYP Guide
provides examples of possible statements of inquiry for units or projects within the
curriculum. These then lead to inquiry questions that can be factual, conceptual and
debateable43.
Through the above inquisitive learning, IB MYP students develop approaches to learning
(ATL) skills that help meet the aims and objectives of the curriculum. The ATL skills are
grouped into five categories shared across the IB MYP programme:
 Thinking skills
 Social skills
 Communication skills
 Self-management skills
 Research skills44.
For each of these categories, teachers develop subject related skill indicators.
40
A subject level document that includes the aims, objectives, and prescribed concepts and assessment criteria.
The document may also contain subject-specific guidance for teaching and learning.
41
42
43
44
29
Although the IB MYP Guides include a ‘framework’ for the concepts and skills that should be
taught within the curriculum, schools are responsible for developing their own set of
documents on what will be taught in each subject at each age group. Therefore, schools are
responsible for determining the subject-level content that will be taught, and can do so based
on national curriculum requirements. It is expected that the written and taught curriculum
should be developed with the following IB components in mind:45
 Key concepts
 Related concepts
 Global contexts
 Subject-group objectives.
The framework for teachers focusses on students becoming creative, critical, and reflective
thinkers. Similar to the IB PYP, IB MYP students are taught to make connections between
their studies and the real world.
Further prescribed sections within the MYP Guides include aims, objectives, criteria and
strands. These key terms are defined by the IB as follows:
Table 8: Key terms in the IB MYP
Key Terms in the IB MYP
Aims
The ‘general statements about what teachers may expect to teach or do, what students
may expect to experience or learn, and how students may be changed by the learning
46
experience’ .
Objectives
A set of ‘statements which describe the skills, knowledge and understanding that will be
47
addressed in the subject group’ . These are then addressed through teaching and
learning.
Criteria
The assessment criteria align with the objectives and are used by teachers to judge the
extent to which students have achieved the objectives. Teacher assesses the criteria
through formative and summative tasks.
Strands
These are ‘aspects or elements of subject-group objectives or criteria; or put another
way, strands are a detailed breakdown of what each objective or criterion encompasses
48
or entails’ Objective strands must be addressed and criteria strands assessed at least
twice a year.
45
International Baccalaureate Organization, (n.d.). Further Guidance for Developing MYP Written Curriculum.
47
48
30
46
Interdisciplinary teaching / learning (Cross-curricular linkages)
Each MYP school is required to engage students in at least one interdisciplinary unit for
each year of the programme. All subjects must have interdisciplinary teaching and learning
opportunities. The IB uses this learning to allow students to expand on their disciplinary
understanding in two ways:49
 Integrative: bringing together concepts, methods, or modes of communication from
two or more subject groups, disciplines, or established areas of expertise to develop
new perspectives
 Purposeful: connecting disciplines to solve real-world problems create products or
address complex issues in ways that would have been unlikely through a single
approach.
Each subject Guide includes interdisciplinary inquiries that could be included.
Assessment
The IB MYP is currently in a transition period between assessment regulations and
practices. From May 2016 onward, the IB MYP Certificate will be awarded to students who
complete the following:
 Two hour on-screen examination in five subjects (Language and Literature,
Individuals and Society, Sciences, Mathematics, Interdisciplinary Learning)
 ePortfolio for Language Acquisition (or on-screen examination for a second
language)
 ePortfolio in one subject (including Art, Physical and Health Education, or Design)
 The personal project
 Participation in community service to meet school requirements50.
A grade of 3 or higher (where 7 is the highest) must be achieved in each eAssessment
(online examinations, ePortfolio, and personal project) with a total of at least 28 (out of 56)
points in order for students to receive the IB MYP Certificate.
Students who do not wish to achieve the IB MYP Certificate can receive an MYP Course
Results document by completing study in individual subjects and the personal project.
Students may also receive an IB MYP Record of Participation by meeting the following
requirements:
 Complete two years of the programme (including requirements in year 3 and year 4)
 Study a minimum of six subjects in year 4, and eight subjects in year 3
 Complete school-based community project51.
Grading of the internal assessment, including the community project and personal project, is
based on assessment criteria. The assessment criteria are developed in line with the
objectives, and the strands underneath. The strands are turned into level descriptors that
demonstrate the increasing demands for student performance at the higher achievement
49
International Baccalaureate Organization, 2014. General Regulations: Middle Years Programme.
51
International Baccalaureate Organization, 2014. General Regulations: Middle Years Programme.
50
31
levels52. Each strand and assessment criteria must be assessed at least twice a year for
each year of the MYP. These required assessment criteria and strands are provided at
subject level for years 1, 3 and 5 of the MYP in each of the syllabi. Schools can add criteria
or additional modes of assessment to meet any local or national requirements.
4.2.3 Other IB Programmes
The Diploma Programme
The IB DP is a two-year programme offered to students between the ages of 16-19 and is
widely accepted for admission to higher education. The programme consists of the DP core
and six courses chosen from the following subject groups: studies in language and literature;
Language Acquisition; Individuals and Societies; Sciences; Mathematics; and the Arts.
Students may opt to study an additional Sciences, Individuals and Societies, or languages
course, instead of a course in the Arts.
All IB DP courses are assessed through a combination of external and internal assessment.
Most subjects are offered at both higher level and standard level, and students must take a
combination of both (three or four at higher level).
The Career-related Programme
The IB CP is a two-year programme also offered to students between the ages of 16-19 and
intends to provide students with transferable and lifelong skills and competences in
preparation for further or higher education, apprenticeships or employment. As part of the
curriculum, students take a minimum of two IB DP courses, a core (with four components)
and engage in career-related study (i.e. a vocational qualification offered by BTEC, or OCR
National 53 ). All IB DP courses are externally examined, while the CP core is internally
assessed.
52
53
International Baccalaureate Organization, 2014. The IB Career-related Programme: A Guide for Employers.
32
5. Comparing the Philosophical Underpinnings of an IB
and Indian Education
Key findings
Overall clear similarities could be seen between the underpinning principles and
overarching aims of the IB and the Indian school systems.
Differences, where they exist, reflect the different contexts within which the IB and Indian
education systems operate. The NCF, as a national framework, must address the specific
needs and values of society in the national context whereas the IB education, being
international in nature, is not designed or prescribed in line with any single system; rather
the IB provides a framework from which the content can be adapted to national or local
systems. Nevertheless, the IB and Indian school systems share many key principles and
aims, in particular:
 That both systems adopt a holistic approach to education and intend that
education support the overall development of learners
 That curriculum and teaching should highlight the connections between what’s
learned in the classroom and what students experience outside of it
 That curriculum and teaching should both value individuals and enable open,
democratic classrooms
 That students should be considered active learners, with the capacity to construct
their own knowledge
 That assessment serves to reflect on and improve the teaching-learning process
and that assessment for rather than of learning is of greater importance at the
levels of schooling reviewed in this study.
The NCF (2005) was designed to support the modernisation of the education system,
making it “more relevant, meaningful”54, by providing a single guide for schooling in India.
The NCF thus sets out the philosophies and key principles that should underpin education;
the ideals to which school curriculum and teaching should be aligned.
The NCF firstly discusses “perspectives” on the Indian education system, specifically the
historical backdrop and rationale for the NCF, the concerns the NCF sought to address and
the associated guiding principles and aims of education.
Drawing on the guiding principles and aims for education, the NCF further elaborates on the
implications and goals for learning and development. This section discusses these goals
alongside the guiding principles and/or aims to which they relate, considering the extent to
which the IB PYP and MYP address these goals.
54
World Bank, (n.d.). India National Curriculum Framework 2005.
33
UK NARIC, January 2016
5.1 Comparing the IB PYP and MYP to the NCF
5.1.1 Guiding Principles
The NCF 2005 sets out the guiding principles for curriculum development, all of which are
well reflected in both the IB PYP and MYP programmes.
A clear connection between the knowledge acquired in the classroom to life outside
the classroom, and a move away from rote learning
The first two guiding principles of the NCF propose that i) learning and knowledge should be
connected to life outside the school and ii) that the learning process should be shifted away
from rote methods and textbook based instruction. The NCF includes a chapter on
development and learning which touches on this theme, stating that teaching should deepen
students’ understanding and encourage them to engage with concepts so that learning is not
simply tied to what’s needed to pass their exams, with knowledge forgotten thereafter55.
The IB PYP and MYP draw upon empirical research to explain the importance of moving
away from rote learning methods towards deeper understanding of subject matter stating
that “research in student learning has shown that when students simply accumulate new
information in their minds they may be able to retain it for a test or an exam but be unable to
recall such information when a new situation emerges that requires them to bring their
knowledge to bear”56.
The importance of relating factual knowledge to situations and scenarios encountered
outside of the classroom highlighted in the NCF is similarly reflected in IB programmes
generally, and is clearly evident within the IB PYP and MYP. The figure below shows how, at
an overarching level, it is intended that teaching and learning in the IB will relate to the idea
of “Global Contexts”.
57
Figure 3: The IB education
55
National Council of Educational Research and Training, 2005. National Curriculum Framework 2005.
International Baccalaureate Organization, 2010. Middle Years Programme: MYP guide to interdisciplinary
57
International Baccalaureate Organization, 2015. What is an IB Education?.
56
34
At programme level, the PYP and MYP are transdisciplinary which has two main aims
including “to convey learning that has relevance across the subject areas and more
importantly, learning that transcends the confines of the subject areas to connect to what is
real in the world” 58. The PYP model shows how the different strands of learning should
combine and enable connections both across subjects and with the wider world, outside the
classroom.
Figure 4: The PYP Model
Source: International Baccalaureate
The PYP also emphasises real world application of subject knowledge in practice, as shown
for example in a unit related to the transdisciplinary theme “How the world works”, in which
students aged 8 and 9 inquire into the central idea, that “Human survival is connected to
understanding the continual changing nature of the Earth”59.
The MYP model also brings together different subjects, with students encouraged to make
connections between them; whilst for example the community project supports connections
between the real world and knowledge acquired in the classroom.
58
learning.
59
International Baccalaureate Organization, 2009. The Primary Years Programme: A basis for practice.
35
Figure 5: The MYP Model
Source: International Baccalaureate
The NCF approach to building subject knowledge closely reflects the constructivist approach,
which is elaborated further in the “teaching for construction of knowledge” (section 2.4 of the
NCF). In line with this approach, the IB programmes also acknowledge the idea that learning
builds on previously learned beliefs, models and constructs by revisiting and revising these
constructs in light of new learning, thereby creating a cyclical process. The construction of
knowledge is mainly promoted in the IB programmes through structured inquiry, whereby
students continue to question what they have learned, a method which is also heavily
endorsed by the NCF in extending breadth and depth of knowledge.
Education should support the overall development of learners
The next NCF guiding principle, providing for the overall development of children, covers
cognitive, social, emotional and physical development of children. This is reflected both in
the IB Learner Profile (as discussed further in section 5.2) but also in the IB PYP and MYP
programmes which reflect this holistic view of child development, stating that “along with
cognitive development, IB programmes and qualifications address students’ social,
emotional and physical well-being”60.
60
International Baccalaureate Organization, 2015. What is an IB Education?.
36
Examinations should be more flexible, integrated into classroom life
The third NCF guiding principle “making examinations more flexible, integrated into
classroom life” can be seen to reflect both the idea of “Learning without Burden”61 and a view
of assessment as a tool to measure student progress, to gauge how far aims have been
achieved and areas for further development and modification of the learning process where
applicable. Both the IB PYP and the MYP encompass the aim that assessment should be
flexible and intended for objective feedback, corresponding with the underlying purpose of
assessment highlighted in the NCF. The IB programmes place additional emphasis on
reflexivity, with student self-assessment and the involvement of both the teacher and the
student in the assessment process.
A competency-based assessment framework is the key feature of flexible assessment as
outlined in the NCF. Competency-based testing places emphasis on what the student can
demonstrate in terms of skills and competencies and less on the knowledge he/she can
memorise, which also underpins the nature of assessment in the IB PYP and MYP. A further
element of flexible assessment in the NCF is the varied range of assessment methods,
which incorporate oral testing and group work evaluation in the classroom as well as written
tests, the IB programmes similarly adopt a variety of assessment methods across subjects.
Supporting development of own identity and an inclusive environment
The development of personal identity is promoted by PYP and MYP programmes through
building self-esteem and recognising individual learning styles through differentiation. In
contrast to the NCF which encourages development of civic identity within the Indian polity,
the IB does not promote identity based on the national citizenship of any particular country.
As globally-oriented programmes, the IB PYP and MYP intend to further develop personal
identity through global citizenship and building intercultural awareness. However, whilst the
IB is politically neutral, the NCF endorses the ideals of democracy and citizenship
specifically as outlined in the Indian constitution.
The final guiding principle which is designed to foster an inclusive approach to education is
one that is also shared by the IB MYP and PYP programmes. The IB PYP and MYP
programmes are both designed to “promote integrity and honesty, as well as a strong sense
of fairness that respects the dignity of individuals and groups”62.
The NCF also articulates the goal of retaining students in school in the NCF which is not
mentioned as an aim of the IB programmes, but it should be similarly acknowledged that the
IB programmes operate in different national contexts and at different levels, whilst the NCF
is designed as an overall guide for national education from entry to upper secondary level.
61
The NCF, reiterating the findings from a 1993 report, Learning without Burden, that external assessment which
focusses heavily on knowledge recall does not support independent thinking but rather encourages rote learning
and memorisation.
62
International Baccalaureate Organization, 2015. What is an IB Education? IB Learner Profile.
37
5.1.2 Aims of Education
Acknowledging challenges in several aspects of the education system and practice, the NCF
sought to draw on the vision and values set out in the Indian constitution to define the broad
aims of education that will support this vision. In this context, the aims set out the ideals to
which curriculum and teaching should move towards; namely:
Table 9: The Aims of Education, NCF 2005
NCF Aims of Education
63
Curriculum and teaching should be designed so as to develop students’ commitment to the following:

Democracy and values of equality, freedom and justice

Concern for others’ well-being

Secularism

Respect for human dignity and rights
In practice this should mean that the curriculum allows sufficient scope and space for
teachers to build in activities that support the development of these aims. As reflected later
in the NCF, this also means that promoting independent thought and the ability to make
value-based decisions, alone and with others, should be integral to the curriculum and
teaching. Supporting students to develop a wider understanding of the world should be a key
consideration in developing the curriculum, given the importance of this to several further
educational aims, specifically that students should be sensitive to others’ feelings and wellbeing; and that students should want to contribute to society.
The NCF further emphasises the importance of integrating work with education: specifically
that work-related aspects in the curriculum should both support the development of skills and
mindset/values; for example that learners will be able to work in cooperation with others.
The IB PYP and MYP align closely to the NCF “Aims of Education” overall. The majority of
NCF aims relate to skills and attributes students develop as they progress through the Indian
education system. Many of these skills and attributes can be observed within the IB Learner
Profile which defines key characteristics IB programmes should develop in their students
The IB Learner Profile, for instance, highlights that “all members of the IB community are
expected to be principled, to act with integrity and honesty, with a strong sense of fairness
and justice and with respect for the dignity and rights of people everywhere” 64, mirroring two
of the NCF aims: that of having respect for human dignity and rights; and of valuing equality
and justice65. Furthermore, the NCF indicates that Indian school children should similarly be
able to empathise with others while the IB Learner Profile encourages pupils to be Caring,
which involves showing “empathy, compassion and respect towards the needs and feelings
of others”66.
63
65
66
64
38
The NCF “Aims of Education” also propose that “space should be made for dialogue and
discourse, so that students can ask questions freely, engaging in a discussion with the
teacher as well as their peers, during an ongoing lesson”67. This emphasis on promoting
dialogue and debate is also promoted in both the PYP and in particular the MYP
programmes. In practice, IB MYP teachers are expected to incorporate debates and
discussions into lesson plans, and are provided guidance on the characteristics of factual,
conceptual and debatable questions. In the IB programmes, debate and discussion is often
practiced through pair and group work; which is viewed as “a collaborative strategy and
should engage students as co-learners and co-constructors of meaning through dialogue”68.
The ability to make value-based decisions, both independently and collectively, expressed in
the NCF as an integral component to democratic functioning, is similarly reflected in the IB
Learner Profile. In the IB Learner Profile, reference is also made to developing the ability to
use critical thinking skills in making ethical decisions, while the NCF does not specifically
mention the role of critical thinking in the context of decision making.
A further key aim of the Indian education system indicated in the NCF is that it promotes
secularism and inclusion of all faiths. The IB similarly is secular in that it does not subscribe
to any one religious doctrine, but does promote acceptance of diversity and acceptance of
varying religious beliefs in line with its global orientation. The IB PYP and MYP handbooks
do not specifically make reference to integrating work with education, although it is assumed
this may be given more attention in the IB Diploma programme given its aim to prepare for
entry into employment or higher education.
Encouraging flexibility and creativity in responding to new situations is presented as an
integral in the teaching for construction of knowledge method endorsed by the NCF. This
method of knowledge acquisition is encouraged in different ways across both IB
programmes. The IB MYP interdisciplinary teaching model, for instance, includes
performances of understanding. Performances of understanding are employed as a
particular kind of learning experience, one that encourages flexible thinking with knowledge
in novel situations69.
The IB programmes also incorporate “developing community awareness and concern, a
sense of responsibility, and the skills and attitudes needed to make an effective contribution
to society”70, which fits well with a further key aim of education highlighted in the NCF.
5.2 The Relevance of the IB Learner Profile to the Indian Context
It is firstly important to note broad differences between the IB Learner Profile and the NCF
objectives in terms of their purpose and expression. The IB Learner Profile defines the
attributes specifically developed by students; the NCF predominantly focusses on objectives
for the development of skills and attributes, which are facilitated by teachers. These personal
67
learning.
69
International Baccalaureate Organization, 2010. Middle Years Programme: MYP guide to interdisciplinary
70
68
39
attributes are therefore not defined in the form of a student profile in the NCF but are
encapsulated within the guiding principles and “Aims of Education” which should be
incorporated within school curricula developed by the main examination boards. The IB
Learner Profile attributes are nonetheless congruent overall with the objectives concerning
holistic education outlined in the NCF, some areas of divergence related to coverage are
noted in the following analysis.
IB students are expected to be Inquirers who think autonomously, reflecting the NCF aim
that curriculum and teaching should develop students’ independence of thought. The IB
Learner Profile encourages students to develop curiosity, which can be likewise found in the
NCF which specifies that the curriculum must “enable children to find their voices, nurture
their curiosity—to do things, to ask questions and to pursue investigations, sharing and
integrating their experiences with school knowledge”71.
In terms of the approach to knowledge acquisition, the NCF objectives propose that students
should “question received knowledge critically, whether it is found in a ‘biased’ textbook, or
other literary sources in their own environments, can be built by encouraging learners to
comment, compare and think about elements that exist in their own environment”72. There is
a degree of emphasis on acquiring knowledge in the local context and to some extent the
global context, although the intention to develop and apply global knowledge is not
expressed as a defined aim or objective in the NCF.
Although the NCF aims do make reference to promoting novel thinking and approaches in
students, there is no specific reference to calculated risk taking as an attribute, as is the
case in the IB Learner Profile which encourages students to adopt a courageous and
resilient attitude in the face of challenges and change.
The NCF plan for holistic education promotes a caring approach; curricula are specifically
intended to encourage sensitivity to others’ well-being and feelings, a key guiding principle
for the Indian Education system. Developing students to have a service oriented attitude and
who can make a contribution to the community are also mentioned in the NCF “Aims of
Education”.
Communication is a key area of interest in the NCF 2005, with Chapter 3, Section 3.1
describing the main principles involved in language teaching. Students receive a multilingual education which fits well with the IB expectation that children should be able to
operate in more than one language. The importance of being able to communicate in a
variety of forms (including verbally, in writing, mathematically, and visually) is emphasised.
Reflective learning is not explicitly mentioned in the NCF aims of education, although under
learning and development, the NCF does outline the key characteristics that learners should
practice, including the ability to reflect “Children learn in a variety of ways – through
experience, making and doing things, experimentation, reading, discussion, asking, listening,
thinking and reflecting, and expressing oneself in speech, movement or writing”73.
71
73
72
40
Developing students’ personal ability to self-reflect and manage limitations is not expressed
as clearly as a desired attribute in the NCF, although Indian teachers are encouraged to
implement reflective learning practices in Chapter 5, Vision for Teachers.
Under the NCF guiding principles, the ideas of integrity, justice and fairness are expressed
as key components of the democratic ideals the Indian education system espouses in its key
objectives. These ideals correspond well with the IB Learner Profile attributes which foster a
principled outlook among IB students, a sense of individual responsibility and integrity.
The open-minded approach to learning described in the IB Learner Profile appears to be
congruent with the NCF holistic education model. Chapter 2.8 on Learning and Development
includes mention of developing students’ understanding of local traditions and customs,
whilst appreciating the plurality of peoples and ways of life represented in textbooks. Chapter
2 also includes a section on the persistence of stereotypes associated with marginalised
groups, and suggests ways in which teacher and student engagement can overcome these.
The NCF intends that the education system, and specifically teachers, create a balance
between physical, emotional and cognitive development in children. Although the idea of
reflective learning is apparent in the NCF “Aims of Education“, it is unclear how much
personal responsibility students are expected to take and how far they are expected to
develop their own understanding of how development in different domains (physical,
emotional and cognitive) may progress and interact, as is expected of the IB student from
the IB Learner Profile.
41
6. Comparing the Syllabi of the IB and the NCERT
6.1 Overview of the NCERT
The NCERT and IB PYP and MYP both offer a wide range of subjects. The subjects offered,
and the name of the course (where it differs from the subject name) can be seen in the table
below:
Table 10: Subjects in the NCERT and IB PYP and MYP
Subject
NCERT Primary
I–V
Languages
 Hindi
 Urdu (I-VIII)
NCERT
Secondary
VI - VIII
 Sanskrit VI
- VIII
PYP
74
IX – X
 Hindi
Language
 Sanskrit
English
English
English
 Language
acquisition
 Language and
literature
 Urdu
English
MYP
Language
(English can be
taught)
 Language
acquisition
(English can
be taught)
 Language and
literature
(English can
be taught)
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Science
Environmental
Studies
Science
Science
Science
Science
Social
Studies
Environmental
Studies
Social Science
Social
Science
(History,
Geography,
Political Science,
Economics)
Social Studies
Individuals
Societies
Arts
Arts Education
Arts Education
Arts Education
Arts
Arts
Physical
Education
Health
and
Physical
Education (I-X)
Health
and
Physical
Education (I-X)
Health
and
Physical
Education (I-X)
Personal,
social,
and
physical
education
Physical
and
health education
Design
Visual Arts (in
Art Education)
Visual Arts (in
Art Education)
Visual Arts (in Art
Education)
-
Design
Media
Studies
Media Studies
Media Studies
Media Studies
-
Arts
(includes
visual arts)
and
In line with the research questions, the study will focus on the courses offered for three
subjects: Mathematics, Science, and Social Studies.
74
The PYP does not prescribe set subject modules in the same way the MYP does. There are instead five
essential elements of the PYP: knowledge, concepts, skills, attitudes, and action.
42
6.2 Comparative Analysis of the IB PYP and the NCERT Primary Syllabi:
Selected Subjects
6.2.1 Mathematics
Key findings – NCERT and IB primary Mathematics
Both the Indian primary school curriculum and IB PYP seek to develop competent users
of mathematics, with students able to understand and apply mathematical language and
symbols. Both programmes place emphasis on linking teaching to real-life contexts and
intend that Mathematics should be a transdisciplinary programme.
The IB PYP attaches learning outcomes to “phases of development”, which may or may
not be linear. The NCERT, though defining curriculum content in a linear manner,
encourage a spiral approach in delivering the course (Classes I-V)*.
Where they differ is in the extent to which the structure and content are prescribed. In
particular:
 the NCERT syllabus document is largely knowledge-based, defining the
mathematical processes to be covered by all students; the topics and sub-topics
to be taught, and the expected teaching hours by academic year (class) assigned
to each.
 The PYP instead is largely outcomes-based, defining content in terms of overall
expectations for a topic: what students will be expected to know and be able to do.
Key Themes and Principles
Whilst the NCERT Mathematics syllabi for Classes I-V and Classes VI-VIII do not explicitly
define aims for Mathematics, they do set out some underlying principles and objectives in
relation to the course and textbooks within the introduction and General Points for Textbook
Writers 75 . The key principles drawn from the NCERT are included below, providing the
reference point against which the IB PYP Mathematics can be compared to relevant sections.
* A spiral approach to learning begins with teaching simple facts, then repeatedly re-visiting a topic with more
details gradually introduced. Alternatively, a linear approach visits one topic at a time, in sequence.
75
43
Table 11: Key themes and principles underpinning NCERT Classes I-V and IB PYP Mathematics
NCERT: Key themes and principles for curriculum and teaching
Included in the IB
PYP
Classes I-V
Association with real-life experiences

Multiple streams of mathematics covered simultaneously

Mathematics should be interesting

The focus should be on thinking and reasoning

Teach children to provide reasoning behind mathematical solutions

Spiral approach to sequencing encouraged
There are multiple solutions to mathematical problems

Focus on mathematical concepts and ideas (i.e. rather than definitions)

Classes VI-VIII
Focus on logic and notion of proof rather than facts

Mathematics language and symbols

Generalise and identify patterns

Forming and solving problems

Enjoyment of mathematics

Developing understanding from concepts

Topics that build understanding of abstract mathematics

To develop a confident, competent, and engaged mathematics student

As seen in the table above, the IB PYP Mathematics Scope and Sequence include many
similar themes to the NCERT Classes I-V. The IB PYP emphasises the use of realistic
contexts, real-world situations and ‘real-life’ when teaching topics: both programmes
introduce the subject topics using real-life situations and objects that will already be familiar
to the child. It is likely that IB schools will teach multiple streams of mathematics at the same
time, as the learning continuums are each taught simultaneously over the four phases. The
IB PYP further aims to teach children to enjoy mathematics, and use that enjoyment to
encourage learning. This is evident in the introduction that states “a school’s programme
should also provide students with the opportunity to see themselves as ‘mathematicians’,
where they enjoy and are enthusiastic when exploring and learning about mathematics”76.
Similar to the NCERT, the IB PYP focusses on thinking and reasoning within the three
stages of learning mathematics: Constructing meaning, transferring meaning, and applying
with understanding. Both teachers and students are expected to use mathematical
reasoning during these stages. They also provide their reasoning or “justify their answers
and the processes by which they arrive at solutions”77 which compares to the aim within the
NCERT. In determining solutions, IB MYP students are similarly encouraged to use a range
of strategies, and their conceptual understanding.
76
77
International Baccalaureate Organization, 2009. Primary Years Programme Mathematics Scope and Sequence.
44
Focussing on the key principles and themes for the upper primary syllabus (NCERT Classes
VI-VIII), all could be observed within the IB PYP. They both aim for learners to increase their
understanding of abstract mathematics and logical thinking. Additionally the IB PYP aims to
teach students to become “competent users of the language of mathematics”78. Like the
NCERT, the IB PYP aims to develop understanding from concepts as seen within the
learning stage constructing meaning about mathematics79 where students are expected to
interpret new ideas to fit with their current understanding or create new understanding from
their observations.
As well as the introduction section, the Mathematics for Classes VI-VIII syllabus has a
section titled General Points in Designing Textbook for Upper Primary Stage Mathematics80.
Many of the key themes and principles identified are similar to those from the NCERT I-V;
with a few new themes added including the use of accessible language and an appropriate
level of understanding for children. These themes are also included within the IB PYP. Both
programmes aim for children to develop their own definitions and understanding in
mathematics from their observations.
In addition to the principles in the table above, the NCERT Class VI-VIII includes some
textbook specific themes that are not evident within the IB PYP including: continuity between
topics in the textbook chapters, and creative and explorative mathematics. Further, the
NCERT aims for children to create their own mathematical problems, and for teachers to
create mathematical problems that are of an appropriate level and context for students81.
Content
The NCERT Mathematics syllabi for both Classes I-V and VI-VIII include a breakdown of the
main topics taught across the years, and the specific information that should be taught in
progression for each class year. Similar information is provided in the IB PYP Mathematics
Scope and Sequence document. The recommended hours, which demonstrate the weight of
each topic toward the overall course, are also included in the NCERT syllabus.
The breakdown of the topics and overall teaching hours are included in the table below. The
teaching hours for the NCERT course are an approximation on the amount of time that
would be spent, and the number of periods for each topic area is a recommendation and not
a prescribed amount. No hours are prescribed or recommended for the PYP.
78
80
81
79
45
Table 12: Content in the NCERT I-V and IB PYP Mathematics
NCERT Mathematics
PYP
I-V
VI-VIII
Topics
Data handling
Geometry
Measurement
Numbers
Money
Patterns
Data handling
Geometry
Mensuration
Number system
Ratio and proportion
Algebra
Introduction to graphs
(Class VIII only)
Data handling
Shape and space
Measurement
Number
Pattern and function
Number of
topics
6 main topics
7 main topics
5 main mathematics
topics
Recommended
Teaching
hours
140 periods per year (7094 hours per year)
180 hours per year (540
total)
n/a
As seen in the table above, the NCERT includes a similar number and range of
mathematical topics as the IB MYP. Many of the topics included in the NCERT Classes I-V
are further developed within the NCERT Classes VI-VII. The IB PYP also demonstrates a
learning continuum within the advancement between the four phases of learning in each
strand of mathematics.
The table below presents a broad comparison of content, in terms of how the IB PYP
compares to core topics and sub-topics included in the NCERT Mathematics I-V syllabus:
Table 13: Content comparison of the NCERT I-V and IB PYP Mathematics
NCERT Topics
Geometry
Numbers
Sub-topics
Included in the IB
PYP
Shapes and spatial understanding

Solids (class1)

Counting and operations of numbers 1 - 9 and zero

Number sequence up to 1000

Numbers and operations

Addition and subtraction

Preparation for multiplication and division
Multiplication and division

Mental arithmetic

Fractions


Money
Measurement
Length

Weight
*
46
Time

Capacity (volume)

Volume

Data Handling

Patterns

The NCERT topic of Geometry includes two sub-topics that are both identified within the IB
PYP strands, as seen the table above. Similar progression on Shapes and Space can also
be seen between the two programmes. The Numbers topic has many sub-topics within the
NCERT, but is similarly covered within the IB PYP Number strand. There is very similar
progression of Mental Arithmetic during the NCERT years and the IB PYP phases. The only
difference is that the NCERT identifies a specific section on Preparing to Learn Multiplication
and Division, a topic that the IB PYP also includes, but not as a standalone preparation
stage, with the assumption being that preparatory content would be integrated as needed
within the main strand.
The NCERT topic Money can be identified within the IB PYP Number strand. Both provide a
similar focus on addition and subtraction with money; with the minor difference that the
NCERT topic includes identifying and converting Indian currency, which are relevant to the
national context and would understandably not be found in an international qualification,
such as the IB PYP.
Most of the sub-topics within the NCERT topic of Measurement are similarly included within
the IB PYP strand Measurement. In terms of the NCERT Weight sub-topic, the IB PYP
includes the topic of Mass and comparisons using standard and non-standard units, but
without explicitly covering the use a balance or conservation of weight, as is discussed in the
NCERT. The last two topics, Data Handling and Patterns can be easily identified within the
IB PYP strands Data Handling and Patterns and Functions. The IB PYP phases include
similar progression of these topics to the NCERT.
A similar comparison can be made for the five IB PYP strands of mathematics against
NCERT Mathematics VI-VIII below:
47
Table 14: Content comparison of the NCERT VI-VIII and IB PYP Mathematics
NCERT topic
Sub-topic
Number System
Knowing our numbers (intro)

Integers / negative numbers

Fractions and rational numbers

Powers / squares/cubes

Whole Numbers

Introduction to Algebra

Algebraic expressions
*
Ratio and Proportion
N/A

Geometry
Basic geometrical ideas

Understanding shapes

Properties of triangles

2D and 3D

Symmetry

Congruence

Constructions

Algebra
Included in the IB
PYP
Mensuration

Data Handling

Introduction to graphs (Class VIII only)

The majority of the NCERT topics can be identified within the IB PYP strands. The IB PYP
Number strand includes similar content to that within the NCERT topic of Number Systems,
with the exception of the NCERT section on Rational Numbers.
The NCERT Algebra topic can be partially identified within the IB PYP. Specifically, the
introduction sub-topic includes similar content to that in the IB PYP Pattern and Function
strand which “builds a foundation for the later study of algebra”82. From the materials, it is
unclear whether this refers to later teaching in the IB MYP. Algebraic Expressions are
included in phase 4 of the IB PYP learning continuum for the Patterns and Function strand83;
but the NCERT syllabus document defines the content for the sub-topic in greater detail84.
The IB, as with all subjects, defines concepts and the branches of mathematics, rather than
prescribed content. It should be noted though that the IB PYP phase in the learning
continuum would provide scope for IB World Schools to incorporate the NCERT content on
Algebraic Expressions.
82
International Baccalaureate Organization, 2009. Primary Years Programme Mathematics Scope and Sequence,
p. 18.
84
National Council of Educational Research and Training, 2006. Syllabus for Classes at the Elementary Level Volume 1, p. 84.
83
48
Ratio and Proportion, Mensuration, and Data Handling can be found within both the NCERT
syllabus and the IB PYP. The NCERT topic of Geometry can also identified within the IB
PYP Shape and Space strand.
6.2.2 Science
Key findings – NCERT and IB primary Science
The key themes and principles between the NCERT and IB PYP Science syllabi are
mostly similar, with both valuing:
 Engagement with experiments to develop investigative skills
 Cross-disciplinarily and a curriculum based on inquiry developed with the student
perspective in mind.
In terms of the content taught within the course, the IB PYP Science strands include
similar concepts and topics to the NCERT. The NCERT syllabus document describes the
science topics in detail, whereas the IB focusses on overarching science strands to be
adapted by IB schools. Both programmes include topics on energy, materials, plants and
living things.
As similarly found within the Mathematics analysis, differences where noted largely reflect
the ways in and levels to which the NCERT and IB PYP prescribe the Science curriculum:
the NCERT details specific scientific content to be covered by all students, the IB PYP
instead defines overall expectations for a topic in terms of the knowledge and skills to be
developed by all students.
The NCERT syllabus includes general themes on the revision of the previous Science
syllabus 85. The key themes and principles identified in the NCERT syllabus’ introductory
sections are used as the point of reference in comparing the IB PYP in the table below:
Table 15: Key themes and principles underpinning NCERT VI-VIII and IB PYP Science
NCERT Classes VI-VIII: Key themes and principles for curriculum and
teaching
Included in the IB
PYP
Participation and inquiry-based syllabus related to a childs own experiences

Focus on childrens perspective

Focus on activities, discussion, and reflection

Provision of space and time for scientific inquiry

Content includes cross-disciplinary themes

Syllabus themes should advance through the Classes
Experiments are a focus

85
49
Provides opportunity to engage with science, observing, recording, drawing
and plotting graphs, drawing conclusions

Introduction to non-mathematical quantitative understanding of the world
Inclusion of low-cost materials (e.g. magnets, lenses and microscopes)
*
Children are encouraged to become autonomous learners

As seen in the table above, many of the NCERT key topics can be identified within the IB
PYP. As the IB PYP is structured by units of inquiry rather than content it closely reflects the
NCERT aim for an inquiry-based syllabus. The IB PYP students explore science content that
is relevant to them, and engage in discussions and reflection (with discussion about science
activities).
The NCERT Science syllabus states that cross-disciplinary themes should be included whilst
the IB PYP is intended as a transdisciplinary programme, with the identified transdisciplinary
themes, therefore meeting the NCERT aim and potentially expanding upon.
One of the IB PYP Science specific skills is to “plan and carry out systematic investigations,
manipulating variables as necessary” 86 . This would likely include engagement with
experiments. Another IB skill, to observe carefully in order to gather data, would include
similar activities to those referenced in the NCERT such as observation and recording.
The NCERT also aims for children to become independent learners, a focus shared by the
IB PYP as part of the IB Learner Profile. Students are expected to “acquire the skills
necessary to conduct inquiry and research and show independence in learning. They
actively enjoy learning and this love of learning will be sustained throughout their lives”87.
The NCERT Science principles and themes not identified within the IB PYP may be
addressed by other areas of the IB curriculum developed by IB World Schools. There is
evidence to show that the IB does advance the skills expected of students and the possible
learning outcomes. It is also likely that students engage in quantitative understanding,
especially within the transdisciplinary aspects of the programme; however this is not stated
within the IB Scope and Sequence.
The NCERT Science also aims to include usage of low-cost materials. This is not an explicit
aim of the IB PYP; although they do aim to use instruments and tools when developing
scientific skills. Since the schools have flexibility in designing the course activities, it can be
reasonably assumed that IB World Schools would similarly have flexibility in the materials
they use, as relevant to their national, local or individual contexts.
86
87
International Baccalaureate Organization, 2008. Primary Years Programme Science Scope and Sequence.
50
Content
Table 16: Content in the NCERT and the IB PYP Science
NCERT Science
IB PYP
Topics taught
Food
Materials
The World of the Living
Moving things, people and ideas
How things work
Natural Phenomenon
Natural resources
Living things
Earth and Space
Materials and Matter
Forces and Energy
Number of
topics
7 main topics
4 main topics
Recommended
teaching
periods

Class VI: 148

Class VII: 142

Class VIII: 132
n/a
Overall 422 periods
The above table lists the topics taught within both the NCERT and IB PYP Science courses.
Although the NCERT appears to have a larger number of main topic headings than the IB
PYP, both include a similar range of sub-topics within these.
The NCERT also specifies teaching hours for each of the three academic years (Class VIVIII). Alternatively, the IB PYP does not prescribe teaching hours; rather the schools set
these themselves.
Table 17: Content comparison of the NCERT and the IB PYP Science
NCERT Topics
IB PYP Science
strand
Food

Materials

The World of the Living


How things work

Natural Phenomenon

Natural resources

As summarised in the table above, all of the NCERT topics are covered by the IB PYP
Science strands. The NCERT topic on How things work includes content related to electricity
and magnetics. These sub-topics are similar to the IB PYP strand Forces and Energy;
however the NCERT goes into more depth on topics such as how torches work.
51
Many similarities between the IB and NCERT can be found including the IB strand in
Materials and Matter (ages 9-12) where the central idea is that “material can undergo
permanent or temporary changes poses challenges and provides benefits for society and the
environment”88. This corresponds well to the NCERT Class VIII topic for Materials in daily life
where IB students are required to consider the properties and use of materials and the
implications of changing materials (including plastics). IB students are also required to
consider the ethical dilemmas associated with manufacturing processes and by-products.
Other NCERT topics similarly covered in the IB PYP include:
 Plant form and function
 Properties of air
 Night and day cycles
 Daily habits and routines
 Reducing waste
 Sources of water, water as a resource, distribution and usage, responsibilities
 Reproduction of living things
 Changing nature of the earth
 Adaptation of living things
 Needs of living beings, processes and responses to change.
6.2.3 Social Studies
Key findings – NCERT and IB primary Social Studies
The structure of Social Studies in the primary syllabi is different; the NCERT progresses
from Environmental Studies into Social Science whereas the IB PYP syllabus
encompasses all of primary Social Studies.
The key general themes and principles identified from the NCERT syllabus document can
all be similarly found within the IB PYP with the exception of those relating to Indian history
and society.
The NCERT syllabus further defines for Classes VI-VIII, principles and objectives specific
to History, Geography, and Social Sciences. Whilst the IB PYP does not prescribe
objectives to this level of detail, many of the key concepts in History, Geography, Social
and Political life are included even if the specific contexts may differ.
In terms of content, the IB PYP provides partial coverage of the NCERT Social Sciences
content, reflecting the specific nature of the NCERT content in contrast to the broader
concepts and strands defined by the IB.
Both the NCERT and IB PYP Social Studies similarly seek to develop in students:
 Understanding of history and its significance
 Comprehension skills
 Engagement with the world around them and an understanding of society
 Awareness of and sensitivity to social problems.
88
52
A few overarching themes for the NCERT Social Studies students from I-X are provided in
the NCERT Social Science (VI-VIII) 89 and reiterated in the syllabus for NCERT Social
Science (IX-XII)90. The IB PYP principles and themes are compared to the NCERT in the
table below:
Table 18: Key themes and principles underpinning NCERT Social Studies I-X and IB PYP
NCERT Social Sciences I-X: Key themes and principles for curriculum
and teaching
The curriculum should be interesting and challenging for students and promote
self-understanding
Included in the IB
PYP

Curriculum and teaching should ensure students develop understanding of:
Society and the world students live in

Socio-economics in time and space

Shape and functions of society

Country and urban life; the nature of the problems of everyday life
*
Diversity of the world and conflict resolution

India’s history and the context in which the country has and continues to
develop
*
Social sensitivity and social problems

Key features of human existence, democracy, equality and social justice
*
Curriculum and teaching should support development of:
Comprehension skills

World engagement

As seen in the table above, all of the NCERT Class I-X key principles and themes are
considered included within the IB PYP – whether fully or partially covered. Many similarities
can be found to the IB PYP related concepts, part of the rationale and introduction for the
programme, or the overall expectations for an age group within the programme. For instance,
the NCERT key themes on understanding and having a healthy engagement with the world,
and to have social sensitivity are included within the IB PYP overall expectation for 5-7 years
to “increase their understanding of their world” 91 . This reflects the philosophy of the
programme that “learning should influence their willingness and ability to take action and
make a difference in the world”92, and that students will be given opportunities to “look at and
89
90
National Council of Educational Research and Training, 2005. Syllabus for Secondary and Higher Secondary
Classes - Volume 2.
91
International Baccalaureate Organization, 2008. Primary Years Programme Social studies Scope and
Sequence.
92
International Baccalaureate Organization, 2009. Making the PYP happen: A curriculum framework for
international primary education.
53
think about human behaviour and activity realistically, objectively, and with sensitivity”93. A
few of the NCERT themes are included within strands from the IB PYP including Human
systems and economic activities, Continuity and change through time, and Individuals and
groups and the way they interact with each other94.
Four of the above key themes are similar to the IB PYP related concepts, including the
NCERT themes relating to country, urban, and everyday life; India’s history; values of
democracy; and the diversity of the world. These first three themes are partially included
within the IB PYP related concepts of lifestyle, history and government or governance, but
they are broader categories than in the NCERT. The NCERT theme on diversity is similar to
the IB PYP related concept of diversity and the inquiry on conflict resolution and is also
included within the transdisciplinary theme on Sharing the planet which discusses peace and
conflict resolution95.
The importance of developing comprehension skills, acknowledged in the NCERT syllabus,
is clearly evidenced within the IB PYP Social Studies, as an integral component of the Scope
and Sequence. For instance, the sample learning outcomes are intended to “focus on the
conceptual understanding of a particular central idea”96. Further, the IB Learner Profile aims
for learners to be Knowledgeable and develop broad and balanced understanding97.
The NCERT theme regarding self-understanding and fulfilment can be found within the IB
PYP Learner Profile attribute Reflective, which encourages students to “achieve the personal
well-being for themselves and others”98.
The NCERT Environmental Studies syllabus for Classes III-V99 includes objectives from the
NCF which combine Science and Social Studies related themes and principles. Many of
these are repeated with the NCERT primary Science syllabus or the themes presented in
Table 18. Some of the additional aims include identifying relationships between different
environments and developing a child’s curiosity and creativity along with an understanding of
environmental issues and design. The IB PYP similarly aims to develop Inquirers who
understand key concepts regarding environments. The topic of design is also found within
both programmes, in addition to people, and families.
In the NCERT Environmental Studies syllabus the subjects of Social Studies and Science
are integrated at this primary stage. This is similarly reflected within the IB PYP as there are
no boundaries or barriers on when topics are taught. The PYP encourages transdisciplinary
learning.
93
Sequence.
94
Sequence.
95
Sequence.
96
Sequence.
97
Sequence.
98
Sequence.
99
54
The NCERT Social Sciences for Classes VI-VIII also includes themes and principles for
each of the three overarching themes: History, Geography, and Social and Political life. The
key themes from these, for each subject, is provided in the below table.
Table 19: Key themes and principles underpinning NCERT VI-VIII and IB PYP Social Studies
NCERT Social Sciences VI-VIII: Key themes and principles for curriculum
100
and teaching
Included in the IB
PYP
History
Curriculum and teaching should support students to:
Understand the significance of history and develop ‘historical sensibility’

Learn beyond the facts, to learn to think historically.
*
In this context, students should be encouraged to imagine what it would be like
to be a child during the period under discussion
Draw connections between processes and events
*
Learn about Indian history whilst also learning about a diverse range of
historical events (from across multiple regions)
*
Be familiar with developments within periods of history
*
Understand how historians learn about the past. (i.e. sources, reflection)
*
Be familiar with timelines and historical maps, as a means of contextualising
events/case studies

Geography
Curriculum and teaching should enable students to develop an understanding of:
The world

Contemporary issues (an introduction)
*
The environment, resources and development as local, regional/national and
international levels

The earth as the habitat of humankind and other forms of life
*
The students’ own region, state and country in the global context

The global distribution of economic resources and the ongoing process of
globalisation
*
The interdependence of various regions and countries
*
Social and Political Life
Curriculum and teaching should:
Focus on certain key concepts that enable students to understand the
functioning of Indian democracy, including its institutions and processes
*
Focus on the real-life functioning of institutions

Enable students to make connections between their everyday lives and the
issues discussed in their textbooks. This may include the use of imaginary
narratives to support students in drawing their own connections

100
National Council of Educational Research and Training, 2006. Syllabus for Classes at the Elementary Level Volume 1, p. 162-187.
55
Embed the ideals of the Indian Constitution
Enable students to comprehend the interlinkages between political, social and
economic issues
*
Enable students to recognise the gendered nature of all of the issues raised
Develop student skills in critical analysis and interpretation, from the point of
view of the marginalised, of political, social and economic developments
*
Help students to understand how politics affects their daily lives
*
As seen in the table above, the IB PYP more closely reflects the key principles of the History
and Geography components, with less of a link to the Social and Political life themes of the
NCERT which are more specific to the national context.
Key themes and principles from NCERT can be similarly found within the IB PYP key
concepts, related concepts, and introduction section of the IB PYP syllabus. For instance,
the NCERT history theme to develop ‘historical sensibility’ and awareness is similar to the IB
principle to develop understanding of the related concept history. The NCERT theme to
know the development within periods of history can be partially included within the IB history
concept and the strand Continuity and change through time101.
Another example of a NCERT theme that is partially included in the IB PYP is the
introduction of contemporary issues within the Geography section. As the IB PYP includes
discussion on various issues, such as resources, this could be considered a contemporary
issue.
Content
The NCERT Environmental Studies III-V syllabus covers six main in the curriculum. The
NCERT Social Sciences VI-VIII syllabus is more complex in that there are three subject
themes, with each theme including sub-topics for each year. For the ease of the comparison,
the below table only examines the over-arching main topics. Similarly, the five strands from
the IB PYP represent the main concepts or topics in the curriculum.
101
Sequence.
56
Table 20: Content in the NCERT IB PYP Social Studies
NCERT Environmental
Studies III-V
Topics
taught
NCERT Social Sciences
VI-VIII
 Family and friends
 History
 Food
 Geography
 Shelter
 Social and Political life
 Water
IB PYP
 Human systems and
economic activities
 Social organisation and
culture
 Continuity and change
through time
 Travel
 Things we make and
do
 Human and natural
environments
 Resources and the
environment
Number of
topics
6 main topics
3 main topics (many subtopics)
5 main topics
Teaching
hours
n/a
n/a
n/a
The table above shows the topics taught within the NCERT Environmental Studies Class IIIV and Social Sciences Class VI-VIII. As Environmental Studies reflects both the topics in
Social Sciences and the NCERT Science course in lower primary, the transition to Social
Sciences in upper primary is clear. Overall the NCERT courses cover a similar number and
range of topics as the IB PYP. The NCERT Social Sciences VI-VIII course has three main
topics but includes many sub-topics within it.
None of the courses have prescribed teaching hours in the syllabi.
The topics taught in NCERT Environmental Studies III-V are included in the table below:
Table 21: Content comparison of the NCERT III-V and IB PYP Social Studies
NCERT Topics
Included in the IB
PYP
Family and Friends

Relationships

Work and Play

Animals

Plants

Food
Shelter

Water

Travel

Things we make and do
As seen in the table above, four out of the six topics in the NCERT syllabus can be identified
within the IB PYP Scope and Sequence. The NCERT topic Family and Friends is similar to
the related IB concepts of family and employment which includes an idea regarding work
57
and play; however, the topics of Animals and Plants are not directly mentioned within the IB
PYP.
The last three NCERT topics found within the IB PYP (Shelter, Water, and Travel) are
included within various sections of the IB PYP sample units of inquiry as either part of the
lines of inquiry or the central ideas. For instance, the IB PYP includes lines of inquiry on the
different types of homes or circumstances that determine where people live. It also includes
sources of water and how water is used and other similar water-related sections. For Travel
the IB PYP has lines of inquiry and a central idea about the transportation system.
The NCERT topic of Food is not found within the IB PYP Social Studies specifically; however
the related concept of diversity could be used to discuss the diversity in food. Additionally,
the topic of Food could be included within the IB PYP Science Scope and Sequence as part
of the discussions on how to sustain life and stay healthy.
Another topic not covered by the IB PYP is Things We Make and Do. Although the IB PYP
includes a central idea on the design of buildings and structures and materials, similar to one
section within the NCERT, it does not detail some of the further topics the NCERT covers
related to food or pottery.
The NCERT Social Sciences for Classes VI-VIII includes topics under each of the subject
themes.
Table 22: Content comparison of the NCERT VI-VIII and IB PYP Social Studies
NCERT Topics
Included in the IB
PYP
History
Our Pasts – I
*
Our Pasts – II
*
Our Pasts – III
*
Geography
Class VI: the Earth – Our Habitat
Class VII: Our Environment
*
Class VIII Resources and Development
*
Social and Political Life
Class VI: Diversity and Interdependence
*
Class VII: Democracy and Equality
*
Class VIII: Rule of Law and Social Justice
*
Each of the key topics of the NCERT Social Sciences syllabus, and the sub-topics within
them has been compared to the IB PYP Social Studies Scope and Sequences102. The first
topic, History: Our Pasts, is split by the three years of programme. Each year focusses on
102
Sequence.
58
key points in Indian history, and therefore can only be partially identified within the IB PYP
which provides a broader sample of inquiry. Although the specific aspects of Indian history
and culture are not present within the IB PYP syllabus, there are some similarities. For
instance the related concepts include history, government or governance, and change.
There is also a central idea in a unit of inquiry that “governmental systems and decisions can
promote or deny equal opportunities and social justice”103. The strand Social organisation
and culture also ties to the NCERT topics.
The NCERT overall topic area on Geography has three topics taught over the three class
years. The first, The Earth – Our Habitat is not included in the IB PYP. Although the IB PYP
does discuss the earth, it is in relation to the practices to sustain and maintain the earth
resources. This differs from the NCERT that focusses on the geographical elements of the
earth (i.e. solar system, maps, and realms). The second two topics, Our Environment and
Resources and Development, can be partially identified within the IB PYP. The IB PYP
includes the strands Human and Natural Environment and Resources and the Environment
which touch on similar content to that in the NCERT; however the NCERT focusses more on
factual and geographical content.
The NCERT topic on Social and Political Life is split into the three years, with each year
covering a different topic. The first year, Diversity and Interdependence, includes content
found within the IB PYP, such as diversity, government, and interdependence. The NCERT
unit on Making a Living 104 is not covered within the IB PYP although the second two
sections/years under this topic can be partially identified: the topics related to the
government and social systems are included in the IB PYP, but are prescribed in more detail
within the NCERT and centred on India.
103
International Baccalaureate Organization, 2008. Primary Years Programme Social Studies Scope and
Sequence.
104
59
6.3 Comparative Analysis of the IB MYP and the NCERT Secondary Syllabi:
Selected Subjects
6.3.1 Mathematics
Key findings – NCERT and IB secondary Mathematics
The NCERT and IB MYP share similar aims and themes overall including the aim for
students to know and understand mathematics while applying it to real-life experiences.
Both also emphasise that secondary Mathematics should build on what was learned in
primary Mathematics.
The main mathematical topics taught in the NCERT are similarly present in the IB MYP
four branches of mathematical study, including: number, algebra, geometry, trigonometry,
and statistics and probability.
In terms of differences, the NCERT includes quadrilaterals which is not explicitly found
within the IB MYP branches of mathematics, but could be built into the IB programme by
Indian schools.
The key points from the NCERT salient features of the syllabus and the general guidelines105
are included in the table below as the reference point for comparing the IB MYP
Mathematics.
Table 23: Key themes and principles underpinning NCERT and IB MYP Mathematics
Included in the IB
MYP
Room for students to develop understanding of mathematics

Abstraction; moving between concepts, ideas, and processes

Application to real-life experiences and whole curriculum

Connections to primary math studies. Beginning of ‘formal mathematics’

Examples should be used to demonstrate mathematics concepts

Clear and simple language, particularly in word –problems

Non-didactic proofs presented, and where possible, more than one proof
*
Emphasis on correct solutions to problems, and providing clear arguments

Ruler and compass construction and analysis used to encourage reasoning

As seen in the table above, the majority of the key principles and themes from the NCERT
are included within the IB MYP. The IB MYP objectives on knowing and understanding
105
Classes - Volume 2, p. 57.
60
mathematics and applying mathematics in real-life contexts106 and the strands within them
are similar to the NCERT aims for students to have room to understand mathematics
(including abstraction, and moving between concepts) and apply it to real-life experiences.
IB MYP strands also demonstrate similar aims for the student to be able to solve problems
with correct and clear answers, and to “communicate complete, coherent and concise
mathematical lines of reasoning”107 which may include ruler and compass construction.
The NCERT aim to present ‘non-didactic proofs’ can be partially included within the IB MYP
as part of its wider objective, investigative patterns.
Content
The table below summarises the main mathematical topics included in the NCERT syllabus
and the four branches of mathematics in the IB MYP Guide.
Table 24: Content in the NCERT and IB MYP Mathematics
NCERT
Topics
IB MYP
IX
X
Algebra
Coordinate Geometry
Geometry
Mensuration
Number Systems
Statistics and Probability
Algebra
Coordinate Geometry
Geometry
Mensuration
Number Systems
Trigonometry
Appendix:
1. Proofs in Mathematics,
2. Introduction to
Mathematical Modelling
Algebra
Geometry and
trigonometry
Number
Statistics and probability
Appendix:
1. Proofs in Mathematics
2. Mathematical
Modelling
Number of
topics
9 main topics
4 main mathematics
topics
Teaching
hours
180 periods each year (360 overall)
50 required per year (250
required overall, 290
recommended for those
taking the eAssessment)
106
107
61
The NCERT and IB MYP both include similar mathematics topics within the secondary
course, with the number and range being broadly the same. The NCERT includes two topics
that are in the textbook appendices, as they are only introductory topics for class IX and X
and students are not required to be aware of these topics fully until class XI and XII.
A comparison of the NCERT content, including the sub-content, to the IB MYP branches of
mathematical study is seen in the table below:
Table 25: Content comparison of the NCERT and IB MYP Mathematics
NCERT Topics
Sub-topics
Number Systems
Real Numbers

Algebra
Polynomials

Linear Equations in Two Variables

Quadratic Equations

Arithmetic Progressions (AP)

Intro to Trig

Heights and Distances

IX -

Lines (In two-dimensions)

IX Introduction to Euclid’s Geometry

Lines and Angles

Triangles

Trigonometry
Coordinate Geometry
Geometry
Included in the IB
108
MYP standard
Quadrilaterals
Mensuration
Area

Circles

Constructions
*
Areas

Surface areas and volumes

Areas related to circles

Statistics

Probability

Proofs in Mathematics
Introduction to Mathematical Modelling
Mathematical Modelling
108
Where the IB programme includes multiple pathways (i.e. standard vs extended in MYP Mathematics year 4
and 5) the standard programme was examined, on the basis that this reflected the minimum content that all IB
students would have covered.
62
The majority of the topics presented in the NCERT are included in the IB MYP as seen in the
table above. The NCERT sub-topic, Quadrilaterals, cannot be identified within the IB MYP;
however the other Geometry sub-topics are similar to the IB MYP topics and overall both
programmes cover Geometry to a similar breadth and depth.
For the NCERT topic Statistics and Probability the IB MYP in comparison covers more types
of probability. The NCERT primarily focusses on empirical probability whereas the IB MYP
suggests that students should learn to “estimate parameters, discover empirical laws, test
hypotheses and predict the occurrence of events”109.
The last three topics seen in Table 25 are included as ‘appendix’ subjects within the NCERT.
Although these are not immediately identifiable within the IB MYP mathematics branches, it
is possible that they may be covered within the course. The IB MYP includes models as a
related concept, although proof can only be found in the glossary of the IB MYP Guide as
one of the key terms. This suggests that the topics may be included within the curriculum
when developed by IB schools.
6.3.2 Science
Key findings – NCERT and IB secondary Science
The principles and aims of the NCERT Science are similar to those found within the IB
MYP, with a shared focus on inquiry (including scientific inquiry) and connecting the
curriculum to real life. Both syllabi also value practical skills development, with
experiments intended to be a focus for each.
Comparing content proved more difficult owing to differences in the extent to which
content is prescribed within the two syllabi: the NCERT syllabi define core topics and subtopics whereas the IB MYP focusses on conceptual understanding of science. Both the
NCERT and MYP Science cover chemistry, physics, and biology however owing to the
aforementioned differences in the syllabus documentation, the majority of the NCERT
prescribed content for Science could not be directly found within the defined IB MYP key
concepts.
The key themes from the introductory sections of the NCERT syllabus (rationale, themes
and format, and approach)110 have been compared to the IB MYP. Some of the aims and
themes identified are repeated from the NCERT primary syllabus. These key themes have
been compared to the IB MYP, in addition to the a few key themes specific to the NCERT
secondary syllabus.
109
Classes - Volume 2.
110
63
Table 26: Key themes and principles underpinning NCERT and IB MYP Science
Included in the IB
MYP
Participation and inquiry-based syllabus related to a childs own experiences

Focus on childrens perspective

Focus on activities, discussion, and reflection

Provision of space and time for scientific inquiry

Content includes cross-disciplinary themes

Syllabus themes should advance through the Classes

Experiments are a focus

Inclusion of abstraction and quantitative reasoning

Acquire factual knowledge through processes

Exposure to experiences and modes of reasoning

Help students learn to become autonomous learners

As seen in the table above, all of the key themes identified in the NCERT are included within
the IB MYP. One clear theme mentioned within the introduction of the NCERT is that
students should learn to become autonomous learners111. This aim is also present in the
NCERT primary syllabus. Similarly, the IB MYP promotes independent learning for students,
through inquiry. The focus on inquiry is clearly evident in the IB MYP Guide112, and therefore
matches to the NCERT first key theme in the table above. The IB MYP also focusses on
providing similar ‘space and time’ for scientific inquiry as the NCERT, and for experiments.
The two NCERT aims to focus on the student’s perspective and experiences are similarly
included in the IB MYP as emphasis on everyday life and real-life contexts. The NCERT also
aims for the content to be cross-disciplinary, a key theme included within the IB MYP
through the mention of interdisciplinary learning and connections across the curriculum. Both
programmes further demonstrate an increase in difficulty through the class years.
Three of the key themes identified in Table 26 are specific to the NCERT secondary Science
syllabus. The first, regarding abstraction and quantitative reasoning, is included within the IB
MYP curriculum (interpretation of quantitative data and summarisation - a key word that
means ‘to abstract’ in the IB 113). The second NCERT aim, to acquire factual knowledge
through processes rather than learning the facts themselves, can be found within the IB
MYP strands on explaining and applying scientific knowledge. The last NCERT aim is on
exposing students to experiences and modes of reasoning. Similarly, the IB MYP focusses
heavily on learning experiences and additionally includes the aim to “reflect on learning
experiences and make informed choices”114. IB MYP students are exposed to modes of
111
Classes - Volume 2. Secondary Science IX-X.
112
International Baccalaureate Organization, 2014. Middle Years Programme: Sciences guide.
113
114
64
reasoning in a science setting, as identified within the strand to “formulate a testable
hypothesis and explain it using scientific reasoning”115.
Content
The table below summarises the main topics included in the NCERT syllabus and the key
concepts from the IB MYP Guide.
Table 27: Content in the NCERT and IB MYP Science
NCERT Science
Topics
IB MYP
IX
X
Materials
Natural Phenomenon
The World of the
Living
Food
Moving things, people
and ideas
Materials
Natural
Phenomenon
The World of the
Living
Natural resources
How things work
Key Concepts

Change

Relationships

Systems
Related Concepts in:
Biology
Chemistry
Physics
Number of topics
7 main topics
n/a
Teaching hours
154 periods each year (308 overall)
recommended for those
taking the eAssessment )
The NCERT and IB MYP have a similar breadth and depth in terms of the number and range
of topics studied. The IB MYP Guide outlines the key concepts and related concepts to be
included within the curriculum116. The IB MYP has fewer main topics, as seen in the table
above; there are multiple sub-topics (related concepts).
Both programmes provide the recommended teaching hours or periods per year.
115
116
65
Table 28: Content comparison of the NCERT and the IB MYP Science
NCERT Topics
Included in the IB MYP
Food
Materials
*
The World of the living
*
*
How things work
*
Natural phenomenon
*
Natural resources
*
The NCERT topic of Food includes detailed sub-topics on higher yields and concepts on
plant and animal breeding, sub-topics not found in the IB. A topic list for the IB eAssessment
includes ‘food chains’ but is not comparable to the NCERT Food topic. Within the IB MYP
Guide, rather than prescribing detailed sub-topics, the IB provides broader key concepts and
science specific related concepts. These concepts are used by IB World Schools to draw
connections across the curriculum and can include various scientific principles and ideas.
Thus, depending on how they are adapted, the curriculum may or may not include similar
content to the NCERT. For the purposes of this comparison, neither the IB MYP Guide nor
the topic lists include food in the study of Science, so a check mark has not been included
for this in the table.
The other NCERT topics are partially included in the IB MYP. For instance, the NCERT topic
The world of the living includes a sub-topic on the environment and another on the
movement of cells. These are similar to the IB MYP Biology specific related concepts
environment and transformation. For the NCERT topic Moving things, people and ideas the
sub-topic on motion relates to the IB MYP related concept movement. Both also discuss
energy and transformation (a change of state). The last key topic, Natural resources,
discusses ‘balance in nature’ which corresponds to the IB MYP Biology related concept
balance. The related concepts of consequences and energy could be similar to the NCERT
sub-topics on sources of energy and conservation. All three of these NCERT topics can also
be identified within the IB MYP eAssessment topic lists.
Unlike the above NCERT topics, Materials, How things work, and Natural phenomenon are
not similar to the IB MYP concepts. Alternatively, they are partially similar to the topic lists for
the IB MYP optional eAssessments. For instance, the IB MYP Physics eAssessment could
include ‘heat, light and sound’ and ‘properties of matter’, and the Chemistry eAssessment
could include ‘matter’, ‘bonding’ and the ‘periodic table’, all topics under the NCERT
Materials. Similar to the How things work topic, the IB MYP Physics or Integrated Sciences
eAssessment could include ‘electromagnetism’. Lastly, both programmes also include some
similar topics on Natural phenomenon such as light and waves, which could be assessed in
the IB MYP optional Physics eAssessment.
66
Key findings – NCERT and IB secondary Social Studies
Most of the NCERT key principles and objectives can be similarly found in the IB MYP
with the extent of coverage varying. However, these principles and objectives are
organised by subject (History, Geography, etc.) and best compare to the IB key concepts
which cover the broad topics, and the IB related concepts which cover the subject-specific
topics. The IB focusses on broader topics.
• In the NCERT, History, Geography, Political Science, and Economics have
separate syllabi content outlines, whereas the IB allows for schools to organise the
course in one of three ways: discrete course with individual disciplines, modular
course with all disciplines studied at the same time, or an integrated course that
includes multiple disciplinary perspectives.
•
The NCERT principles are subject-specific and knowledge-based whereas the IB
MYP is concept-based. This can also be found with the content outlines.
•
The NCERT content is all partially included within the IB MYP. Although the
general topics are shared between the programmes, the NCERT provides more
subject-specific topics and some specific to India.
The NCERT Secondary syllabus for Social Science 117 includes a detailed introduction to
Social Science for all of primary, secondary, and higher secondary education, and a second
introduction specifically for the secondary stage of Social Sciences. The syllabi for History,
Geography, Political Science, and Economics are included separately with each section
explaining the rationale and objectives for the overall course. History and Geography have
overall objectives in addition to objectives provided alongside the curriculum themes and
units. Political Science differs in that learning objectives are provided alongside the themes.
Economics is similar with objectives next to each of the themes. In some, but not all, cases
the number of periods per theme are provided.
The IB MYP Individuals and Societies Guide is structured in a similar way to the other guides
in that it includes the general missions and aims of the IB, the MYP, and the IB Learner
Profile. It also includes the aims for this subject group, objectives, strands, key concepts,
related concepts and information for teachers on developing the written and taught
curriculum.
The IB MYP Individuals and Societies course can be offered in one of three different ways:
 Separate courses focussed on the individual disciplines
 Modular courses where the disciplines would be studied one at a time
 Integrated courses with multiple disciplines offering a perspective118.
117
Classes - Volume 2.
118
International Baccalaureate Organization, 2014. Middle Years Programme: Individuals and Societies Guide.
67
For the IB MYP assessment, required assessment criteria are provided for years 1, 3 and 5.
For two of the criteria, investigating and communicating, the Guide includes information on
the assessment tasks.
Key themes and principles for NCERT Social Studies students from Classes I-X are
identified and examined in section 6.2.3 of this report. Further themes and principles for the
individual subjects in the NCERT can also be identified (often from the Objectives section)
and used as a reference point for comparing the IB MYP individuals and Societies.
Table 29: Key themes and principles underpinning NCERT and IB MYP Social Studies
Included in
the IB MYP
History
119
The course objectives state that students will:
Study the contemporary world, and understand the key forces that shape / have
shaped it. Included within this is the awareness of political concepts and ideologies

Understand how different social groups respond to and influence economic
changes, typically in relation to a give region and selected national case studies
(India and one other country)
*
Appreciate that history is everywhere (that everything ‘has a history’) and that
everything – from books to clothing, food, leisure or sport – can reflect changes in
culture and politics and be linked to identity and power issues
*
Be able to critically engage with and interpret different media and literature (used in
the course to supplement textbooks)

Be encouraged to interpret and make connections in what they’re learning (in terms
of space and time) through the use of maps and timelines

Geography
120
Appreciate diversity in India in terms of land and people and understand their own
place in the wider context
*
Understand economic and social change and development in their own milieu and
be able to relates these processes more widely to contemporary India
*
Understand the relationship between the world economy and changes and
developments in India
*
Recognise the importance of using resources carefully and of environmental
conservation, and with an instilled appreciation of environmental concerns
*
Have respect for local communities’ rights regarding their environment

119
From the History (Classes IX-X) syllabi in the National Council of Educational Research and Training, 2005.
Syllabus for Secondary and Higher Secondary Classes - Volume 2, p. 77.
120
From the Geography (Classes IX-X) syllabi in the National Council of Educational Research and Training,
2005. Syllabus for Secondary and Higher Secondary Classes - Volume 2, p. 81-82.
68
Political Science
121
Be introduced to the Indian Constitution
Be given the opportunity for reflection and debate, drawing on own experiences and
values compared with the Indian national constitutional and democratic values
*
Develop skills in connecting personal and political
*
Economics
122
Be taught that changes occur frequently in the institutional framework of the
economy
*
Be party to discussions on resources (ownership and usage) and inequalities, with
emphasis on the normative nature of economics and the role of economic policies
*
Be aware that different perspective should be used to view economics problems
*
Most of the key themes and principles in the History section of the NCERT syllabus are
included within the IB MYP. Instead of subject-specific themes, the IB MYP prescribes key
concepts (including: change and time, place and space) and related concepts (culture,
identity, and causality) which contain similarities to the broader aspects of the NCERT
principles. The fourth NCERT topic about critically engaging with sources and literature can
be found within the IB MYP strand to “analyse and evaluate a range of sources/data in terms
of origin and purpose, examining value and limitations”123.
Similarly, the NCERT section for Geography includes themes regarding understanding or
appreciating elements of geography. These are similar to the IB MYP key concepts of
change, and the related concept of power, allowing for the NCERT theme to be identified
within them. The first theme for Geography is also similar to the IB MYP aim to “appreciate
human and environmental commonalities and diversity”124. Two of the geography themes are
only partially identified within the IB MYP due to their similarity with the aim to “identify and
develop concern for the well-being of human communities and the natural environment”125;
however the NCERT is focussed on conservation.
For Political Science and Economics, the main principles of the courses have been included
in the table. These are less similar to the IB MYP as they are subject-specific and focus on
the content to be taught. As the IB MYP does not focus on the Indian Constitution, these are
not found within the IB MYP Scope and Sequence. The rest of the key rationale points are
partially identified, as they match key concepts (global interactions, and change), related
concepts (for Economics: resources), and the strand to “interpret different perspectives and
their implications”126.
121
From the Political Science (Classes IX-X) syllabi in the National Council of Educational Research and Training,
2005. Syllabus for Secondary and Higher Secondary Classes - Volume 2, p. 85.
122
From the Economics (Classes IX-X) syllabi in the National Council of Educational Research and Training,
2005. Syllabus for Secondary and Higher Secondary Classes - Volume 2, p. 88-89.
123
124
125
126
69
Content
The table below summarises the main topics included in the NCERT syllabus and the IB
MYP Guide.
Table 30: Content in the NCERT and IB MYP Social Studies
NCERT
IB MYP
IX-X
Topics
History
Geography
Political Science
Economics
Key Concepts:

Change

Global interactions

Systems

Time, place and space
Related concepts in:

Economics

Geography

History
Number of topics
4 main topics
n/a
Teaching hours
Estimated 200 periods each
year (400 overall).
recommended for those taking
the eAssessment
The NCERT and IB MYP have similar breadth and depth of in terms of the range of topics
studied. The IB MYP Guide outlines the key concepts and related concepts to be included
within the curriculum. The IB MYP related concepts can fall under other disciplines in
addition to Economics, Geography, and History. For instance, related concepts regarding
Political Science could be included.
The NCERT secondary Social Sciences syllabi each include themes, topics, or units
regarding the content that should be taught within the course. Detail is provided on specific
concepts, events, and information that should be taught. The below table presents the wider
topics for each of the four social science subjects, and compares them to the MYP key
concepts and related concepts.
70
Table 31: Content Comparison of the NCERT and IB MYP Social Studies
NCERT Social Science Topics
Included in the IB
MYP
History
India and the Contemporary World I

Events and Processes

Economics and Livelihoods

Culture, Identity and Society
*
India and the Contemporary World II

Events and Processes

Economics and Livelihoods

Culture, Identity and Society
*
Geography
India - Land and the People
*
India - Resources and their Development
*
Political Science
Democratic Politics I
*
Democratic Politics II
*
Economics
Class IX
*
Class X
*
Each of the four sections of the NCERT secondary Social Sciences syllabi has a breakdown
of the content, themes, and topics for both Class IX and X. These are organised in different
ways, but are demonstrated in the table above. All of the topics are considered partially
identified within the IB MYP. The NCERT content is more detailed and specific to India;
whilst the IB MYP is structured on concepts within History, Geography, Political Science and
Economics; nevertheless these concepts do relate to the topics and themes within the
NCERT. For instance, the IB MYP has multiple related concepts under History such as
conflict, culture, identity and significance. For Geography there are the concepts of
globalisation and power resources, and for Political Science the concepts of government,
right, and power. The NCERT Economics class years focussed on resources, poverty, food,
money, globalisation, and other economic topics. The IB MYP similarly has economic related
concepts on resources, poverty, consumption, and globalisation.
Some similarities can be found between the NCERT topics and the IB MYP optional
eAssessment topic lists. As seen with the IB MYP Guide, the eAssessment topic lists
includes broad topics and concepts that could encompass the more detailed sub-topics of
the NCERT, but do not explicitly include them.
71
7. Comparing the Principles, Curriculum
Assessment of the IB and CBSE Programmes
and
7.1 Core Components, Goals and Outcomes of the IB MYP and CBSE
Key findings – the key principles, goals and outcomes of the IB MYP and CBSE
curriculum
When looking at the CBSE core components, the IB MYP demonstrates some clear areas
of similarity, fully addressing five of the six core components, in particular through its
intentions to develop life skills and instil a global perspective among its learners, with
the latter being an over-riding objective of the IB education.
Whilst the CBSE syllabus aims to firmly embed the Indian Constitution, the IB similarly
seeks to develop certain core values and attributes among learners, with the
understanding that IB World Schools would further support this through adaptation of the
curriculum relevant to appropriate local, regional or national contexts.
Both the CBSE and the IB hold similar principles to take a holistic approach to
development and encourage individuality and the need to appreciate individual
differences.
Furthermore, they both aim to develop life-long learners and future citizens. Value-based
learning activities and collaborative learning activities are included within both of the
programmes.
These principles and aims are then reflected within the goals and core competences of
the CBSE in addition to the aim to develop creativity, communication, empathy, and
problem-solving skills. These and other developmental goals are included within the IB
key concepts, global contexts, and IB Learner Profile attributes.
Several main outcomes are also established by the CBSE and shared by the IB MYP
including for learners to develop: language skills, conceptual understanding, technological
skills, and understanding of other cultures and opinions.
The CBSE Main Subjects 2015-2016 127 curriculum document outlines the underpinning
philosophies of the programme in the following key sections:
 Core components: included within the rationale of the curriculum, defining the
underlying values
 Curriculum, mission, and goals: includes the principles to be adopted in the
curriculum, the aim of education, and the curriculum goals that teachers should help
learners achieve
127
Subjects.
72


Core competence and outcomes: a list of core skills that should be developed by
students in order to achieve the above goals
Main pedagogical outcomes for curriculum learning areas: A list of the outcomes that
students achieve from the curriculum learning areas.
The principal reference point for the IB in this comparative analysis has been the IB MYP:
From Principles to Practice (IB, 2014), which includes the IB Learner Profile and other key
features of the IB philosophy.
7.1.1 Core Components of the CBSE
Within the CBSE syllabus section on Core rationale of CBSE school curriculum-The
underlying values128 there are six core components that make up the rationale of the overall
curriculum. These can be seen in the table below. Each of these core components are
considered either included or partially included within the IB MYP.
Table 32: Comparison of the IB to the Core Components of the CBSE
CBSE
Included in the IB
MYP
The CBSE curriculum should:
Develop life-skills

Support integration

Reflect the values of the Constitution
*
Develop a global perspective among learners

Promote lifelong learning

Take account of and appreciate individual differences

The first component on nurturing life skills (including building self-esteem, empathy, critical
and creative thinking, and problem-solving) is included within the IB MYP. The IB MYP
states that it is “designed as a coherent and comprehensive curriculum framework that
provides academic challenge and develops the life skills of students from the ages of 11 to
16”129. Further, the IB learners become Thinkers with creative thinking skills. Differentiated
learning can also be seen as meeting this component as seen in the table below:
128
Subjects.
129
73
Figure 6: IB MYP Principles of good practice for differentiated learning
130
The second component, integration, focusses on connecting knowledge and application
including science and technology, and “sense and sensibility”. This is included within the IB
MYP as part of the aim to have a connected curriculum where the students “learn to draw
connections and pursue rich understandings about the interrelationship of knowledge and
experience across many fields” 131 . The MYP Guides also frequently reference the
connection of knowledge and application.
Upholding constitutional values, the third component, is partially included within the IB MYP.
As an international qualification, the IB MYP does not reference the Indian or any one
nation’s constitution, nevertheless the CBSE component is partially included in other similar
sections of the IB MYP. For instance, the IB MYP key concepts on communities and culture
include the beliefs and values shared by people or groups. The IB MYP does not require
students to uphold these beliefs or values, but they would be able to learn and discuss them.
When considering the fundamental duties included within the Indian constitution (i.e.
harmony, dignity of others, protecting the environment, being inquisitive, and achieve
personal goals) these can be identified within the IB Learner Profile. For instance, the aim for
learners to be Inquisitive is shared by the IB. IB learners strive to be determined, and respect
the dignity and rights of others. They are also Caring toward the world and the environment.
Therefore, IB learners develop similar values to those found within the Indian constitution.
The Constitutional values are also ingrained within the NCF, with the relevance of the IB
Learner Profile in the context of the NCF already discussed in Section 5.
The CBSE component related to a global perspective aims for students to position
themselves in the global community and understand the interconnectedness of the world. It
also focusses on the student’s role in process of change. This is similar to the IB MYP’s
130
131
74
focus on global contexts within the taught curriculums and the IB Learner attribute to be
Open-minded toward other perspectives. The IB MYP aims to provide common points of
reference from global themes (i.e. personal and cultural expression, orientation in space and
time). The IB uses these global contexts, among others, to “inspire explorations of our
common humanity and shared guardianship of the planet”132. Change is also one of the IB
MYP key concepts.
The importance of lifelong learning is evident in both the CBSE and IB MYP. The CBSE
sees a lifelong learner as one that explores, solves problems, and uses information133. The
programme model for the IB MYP states that it “helps to prepare students for further
education, the workplace and a lifetime of learning”134. Overall, the IB includes in its mission
statement that the “programmes encourage students across the world to become active,
compassionate and lifelong learners”135. As Inquirers, IB learners should continue to learn
throughout their lifetime.
The last component of CBSE is on appreciating individual differences. This is described as
supporting learners of different capacities, and acknowledging intelligence as being diverse
and needing room to grow. This component is included within a few sections of the IB MYP
philosophy. To start, differentiation in the IB allows for students to “develop, pursue and
achieve appropriate personal learning goals”136. The IB MYP contextual curriculum helps
schools to “plan concrete, memorable engagements that can be tailored to individual
students and their learning styles, diverse backgrounds and cultures”137. The IB MYP also
places emphasis on diversity in learning and points out that education should be inclusive
and respond “positively to each student’s unique learning profile, including students with
diverse learning needs”138.
7.1.2 Curriculum Mission and Goals
The CBSE School Curriculum Mission and Goals section of the CBSE Main Subjects
includes principles that must be adopted within the programme. Paraphrasing these, clear
parallels can be drawn from the IB MYP:
132
International Baccalaureate Organization, 2014.
Central Board of Secondary Education, 2015.
Subjects.
134
135
136
137
138
133
MYP: From principles into practice.
Secondary School Curriculum 2015-2016 - Volume 1 Main
Middle Years Programme: Mathematics Guide.
75
Table 33: Comparison of the IB to the CBSE Curriculum Mission and Goals
CBSE
Included in the IB
MYP
To take a holistic approach to learners’ development, (encompassing cognitive,
ethical, mental, physical, spiritual, and social development)

To encourage individuality, supporting individuals to reach their potential

To embed and promote the values and responsibilities outlined in the
Constitution, in particular to encourage tolerance for different cultures
*
To develop scientific outlook and transformative competences

The first principle in the table above is integral to the IB MYP as part of the IB mission to
promote holistic learning. This is further found within the IB Learner Profile, especially in the
attributes to be Balanced, Open-minded, and Communicators139. This principle is similarly
included in one of the IB MYP global contexts: identities and relationships. This context
includes the questions ‘who am I?’ and ‘who are we?’ and allows student to “explore identity;
beliefs and values; personal, physical, mental, social and spiritual health; human
relationships including families, friends, communities and cultures; what it means to be
human”140. This and other global contexts are used to provide context to the teaching and
learning of the IB MYP.
The CBSE also aims to nurture individuality, an aim shared by the IB MYP. The IB MYP
suggests that teachers use formative assessment to explore the individual learning styles
and any strengths, challenges, or preferences that can be used to inform differentiated
learning.
The third principle is partially included within the IB MYP key concepts relevant to culture,
perspective, and communities. IB students may learn about constitutions within a subject,
but the Indian constitution itself is not part of the IB philosophy. However, when considering
the fundamental duties included in the Indian constitution, these can be found within the IB
Learner Profile. For instance, both promote caring for the environment, striving to achieve
and succeed, and being inquisitive. The IB MYP provides similar aims on accepting other
cultures, as seen within two of the IB Learner Profile components: Open-minded and Caring.
Another global context, scientific and technical innovation, focusses on similar points to the
CBSE principle on developing a ‘scientific outlook and transformative competences’. This
global context explores “how humans use their understanding of scientific principles; the
impact of scientific and technological advances on communities and environments; the
impact of environments on human activity; how humans adapt environments to their
needs”141.
139
International Baccalaureate Organization, 2014. MYP: From principles into practice
141
140
76
The CBSE School Curriculum Mission and Goals’ section142 also includes information on the
aims of the CBSE education.
Table 34: Comparison of the IB and the CBSE aims of education
CBSE
Included in
the IB MYP
Learners become life-long learners while also obtaining basic knowledge

Nurture future citizens who are mentally and physically robust, assertive, confident,
empathetic and helpful to the community, intellectually inquisitive and reflective,
tolerant and with a creative vision and global perspective

Schools promote value based learning activities -emphasis on:
humanity, practicality, individuality, inclusiveness, and modernity
Such activities involve collaborations between oneself and others, individuals and
the community, as well as humans and nature


The table above demonstrates where the CBSE aims can be similarly identified within the IB
MYP. As mentioned previously in the discussion of mission and goals, both the IB and CBSE
aim to develop lifelong learners. Nurturing future citizens is an aim of the IB MYP, with focus
on developing a confident, empathetic, and inquisitive learner. Similarly, the IB MYP
promotes its own form of value-based learning through the IB Learner Profile. The attributes
within the profile would develop an inclusive individual who thinks through problems and
considers others’ perspectives.
Collaborative activities are also similar between the programmes with the MYP approach to
teaching including ‘collaborative learning through inquiry’143.
7.1.3 Goals, Core Competence and Outcomes
The CBSE further sets out ten curriculum goals that are used to achieve the principles
included in the section above. The CBSE also aims for the programme to develop a set of
core competences and outcomes in learners in order to achieve the curriculum goals. These
goals, core competences and outcomes can be summarised as follows:
Table 35: Comparison of the IB and the goals of the CBSE
Key themes of the CBSE Curriculum Goals, Core Competencies and
Outcomes
Included in
the IB MYP
Curriculum should support learners in developing:
Self-awareness and individuality

Creativity and the appreciation of art and beauty

Lifelong learning skills including the ability to set goals and make decisions

Communication, interpersonal, and listening skills

142
Subjects.
143
77
Empathy, dignity and respect to others, the community, and the environment while
following the law
*
Cultural and international learning and understanding

Skills and knowledge related to livelihood, including community and country
involvement

Technology and information use toward improving the world

Functional and participatory learning attitude and higher order thinking skills

Problem-solving and creative, reflective, logical thinking and resolution skills

Similar to the first and ninth goal and outcome, the IB MYP focusses on higher-order thinking
skills that allow students to become more self-aware; and as previously stated, teachers are
able to tailor their teaching to the strengths of their students using differentiation.
Differentiation is also used in the curriculum to allow students to set and achieve goals. This
is similar to the third goal in the table above; lifelong learning, which has been seen in
previous sections, and is a similar focus in the IB.
Creativity is a key concept in the IB MYP and through the global context, personal and
cultural expression; students learn to appreciate the aesthetic. This is similar to the CBSE
goal to develop creativity and appreciation for art.
Development of communication and interpersonal skills is a CBSE goal included within the
IB MYP overall aims for schools and as part of the language policy and the IB Learner
Profile attribute for students to be Communicators. Listening skills are also an outcome of
the CBSE goal, which can be found within the Communicators attribute of the IB.
The CBSE goal to develop students’ empathy towards others has been demonstrated as
included within the IB MYP in previous sections. Demonstrating dignity and respect for the
others (particularly the other gender) and the environment is not directly stated in the IB
MYP, however an action in learning is to focus on the respecting the dignity of others.
Additionally the IB Learner Profile aims to develop Caring learners who demonstrate
empathy, compassion, and respect. As Caring learners they contribute to society and make
a difference in the world. Further the IB MYP key concept on global interactions includes
relationships with natural environments. The IB does not, however, specify that learners
must follow the law.
The CBSE also aims to promote cultural learning, international understanding, and livelihood
skills. These are both included within the IB MYP global contexts which aim to “provide
common points of entry for inquiries into what it means to be internationally minded, framing
a curriculum that promotes multilingualism, intercultural understanding and global
engagement”144.The IB Learner Profile also aims to develop learners who are Open-minded
and Balanced by understanding different cultures and histories and important elements that
make up a person’s life.
144
78
Inquiry in the global context is encouraged by the IB MYP in order to get students “actively
engaged in learning”145. The CBSE goal to inspire participatory learning shares a similar
focus to this aim.
The CBSE goal regarding the use of technology is similar to the IB MYP approaches to
learning (ATL) skills, which include the use of technology in an effective, productive, and
appropriate manner. The last CBSE goal seen in the table above regarding the development
of thinking and problem-solving skills is similarly found within the IB MYP ATL skills.
7.1.4 Main Pedagogical Outcomes for Curriculum Learning Areas
Within the CBSE Main Subjects document146, a list of fifteen outcomes is provided. These
have been compared with the IB MYP in the table below.
Table 36: Comparison of the IB and the CBSE Outcomes for Curriculum Learning
CBSE
147
Included in the
IB MYP
The main outcomes, drawing on all areas of the curriculum, should be that learners:
Through language can understand and articulate ideas and information; and are
able to interact with others (1)

Understand key concepts and techniques (e.g. numerical and spatial) and are
able to apply these in, and make linkages to, real life (2)

Understand the world – in the physical, biological and technological sense – and
hold relevant values and the ability to make decisions in this context (3)

Understand their cultural, geographical and historical surroundings and learn how
to support continuous improvement in the country (4)
*
Can identify, source and evaluate information effectively, using it and making
linkages as needed (5)

Are able to select and use existing (and, as required, new technologies),
synthesise and innovate (6)

Can apply rationalisation and reasoning skills to understand, decode, confirm and
develop patterns (7)
*
Take responsibility for their actions, and with awareness of the consequences of
these. They are able to think critically, laterally, and challenge themselves (8)

Are tolerant and empathetic to all, irrespective of background or culture (9)

Can appreciate and recognise others’ artistic, cultural and intellectual work; and
actively engage in their own (10)

Understand and engage in practices promoting all forms of development and wellbeing (i.e. cognitive, mental, personal and physical) (11)

145
Subjects.
147
Subjects, p 17-18.
146
79
Are confident, self-motivated, positive, and able to work on their own and with
others (12)

Understand their constitutional rights, duties and responsibilities and respect the
rights of others (13)
*
Can contribute responsibly to cultural, economic, political and social
developments (14)

Are willing and able lifelong learners (15)

The IB MYP sets similar outcomes to the CBSE within its overall structure, model, and
mission. Many of these are not specified as ‘outcomes’ but they aim to achieve a similar goal
or result. For example, the IB global contexts or ATL skills aims for students to build in
confidence and develop similar skills in relation to communication skills, technological
understanding, cultural expression and understanding, organisation skills, collaboration skills.
Both the CBSE and IB connect the curriculum to real-world experiences and aim for students
to have an understanding of the world.
Conceptual understanding is emphasised in the IB through the prescribed key concepts, and
is comparable to the CBSE outcome for learners to understand and apply concepts. Further,
conceptual thinking skills are developed in the IB which involves collecting and analysing
data and information which can be used to draw conclusions. Similarly, CBSE learners value
information and data which can be examined and presented to others.
Many of the attributes in the IB Learner Profile can also be compared to the CBSE outcomes.
Both programmes aim for learners to be Communicators who collaborate with others, and
Knowledgeable on a number of issues and ideas. By being Open-minded and Risk-takers,
the IB learners are similar to CBSE learners in that they accept challenges, appreciate the
cultures and perspectives of others, Further, the attribute to be Balanced is shared by the
programmes in that the learners will be consider their physical and emotional well-being.
Three of the CBSE outcomes above are considered partially included in the IB MYP. Two of
these include a component specific to India, a context not prescribed in the IB. For example,
the CBSE outcome to understand different cultural attributes and how they transform India,
is specific to learners in India. It is anticipated that the CBSE learners will understand how
and why other should be respected and their constitutional rights. This is referencing the
Indian constitution, which is not a prescribed element in the IB MYP, as an international
qualification. It is acknowledged that IB students may learn similar values and achieve
similar outcomes, such as the attributes in the IB Learner Profile (as also discussed in the
NCF analysis). IB World Schools can also teach national values as part of the curriculum.
80
7.2 Comparative Analysis of Selected Subjects: IB MYP and CBSE Standard IX
-X
Key findings – comparing selected subjects of the IB MYP and CBSE curriculum
The aims and objectives of the CBSE are based on the NCERT secondary syllabus and
therefore, share common themes and principles highlighted and discussed within the
NCERT analysis. Similar comparisons can be drawn between the CBSE and IB MYP
aims as seen in the NCERT section showing that reasoning and analytical skills are
developed in Mathematics; investigative and practical skills in Science, and diversity and
contemporary issues in Social Studies. Curriculum for all subjects should facilitate
connections between knowledge gained in the classroom and real-life experiences.
The topics taught in the CBSE are also similar to those presented in the NCERT
secondary syllabi and accordingly the findings of the content comparison between the IB
MYP are largely consistent with those identified in Section 6, namely that:
 CBSE Mathematics covers the same branches of mathematics as the IB MYP
 CBSE Science includes science-specific topics, whereas the IB MYP provides
broader concepts that are observed as only partially similar to the CBSE topics
 The Social Science syllabi in the CBSE and IB MYP both cover economics,
politics, geography, and history and share some transferrable or comparable
content whilst also having differences that reflect the differing contexts within
which their qualifications are offered (national versus international).
Internal and external assessment is used in both programmes. Considerable differences
can be observed in terms of assessment format/design of the Class X (drawing on the
question paper design guidance provided in the CBSE syllabi) and IB MYP eAssessment
(although it should be noted that the MYP eAssessment is optional). In summary these
differences related to:
 Exam duration: Typically 3 hours for the CBSE, 2 hours for the IB MYP.
 Number, type and weighting of questions:
Across all subjects, the CBSE exams include a much higher number of questions
than the IB MYP but the MYP questions are longer. Questions in the CBSE exams
are worth 1, 3 or 5 marks meaning that the highest weighted questions are worth
5.6% (5 marks out of a possible 90). The number of marks assigned to IB MYP
questions varies much more, with some worth 1-2 marks, others worth 25-30
marks, requiring more detailed answers. In the eAssessments viewed in this
study, a single question (with all its subparts) could be worth as much as 25-30%
of the paper.
 Typology of questions:
Within the CBSE syllabi, there is typically a relatively even distribution of questions
and marks across the five main typologies identified (Remembering,
Understanding, Application, Higher Order Thinking Skills, and Creating
[Mathematics and Social Studies] or Inference [Science]), whilst across all the IB
MYP eAssessments viewed, the questions suggest greater weighting is put on
Higher Order Thinking Skills and Creating, closely followed by Application. Whilst
knowledge recall would inevitably be integral to the IB MYP questions (and
associated marks), there are no questions within the specimen assessment which
solely tested this.
81
7.2.1 Mathematics
Aims and Objectives
The below table compares the objectives of teaching the CBSE Mathematics syllabus148 to
the MYP aims, objectives, and overall rationale for the programme.
Table 37: Aims and objectives of the CBSE and the IB MYP Mathematics
CBSE: Key Themes
Included in the IB
MYP
Build upon previous knowledge of mathematics from primary stage

Excellent algebra skills

Drawing skills
*
Application of knowledge toward solving problems

Analytical. reasoning, and logical thinking skills and communication

Awareness of social norms and biases
*
Technological skills

Interest in Mathematics and as tool for solving problems.

Knowledge and respect of Mathematicians

Participation in mathematics related competitions
Familiarity with the involvement of mathematics in everyday life

As seen in the table above, the majority of the CBSE aims and objectives are included within
the IB MYP syllabus. Some similarities between the IB MYP prescribed aims and the CBSE
objectives can also be found. For instance, the IB MYP aim to “develop an understanding of
the principles and nature of mathematics”149 can reasonably encompass a few of the above
CBSE aims, such as drawing and reasoning skills. Further the aim to “appreciate the moral,
social and ethical implications arising from the work of mathematicians and the applications
of mathematics” 150 is similar to the CBSE aims about social norms and respecting
mathematicians.
Other similarities can be found between the IB MYP objectives and the CBSE aims. For
example, the IB MYP objective to apply mathematics in real-life contexts involves students
using mathematics as a tool for solving problems in an authentic real-life context. Students
apply their knowledge to real-world situations and apply problem-solving strategies151. This
objective is similar to many of the CBSE aims including the application of knowledge toward
solving problems, for students to use mathematics as tool for solving problems, and
familiarity with the involvement of mathematics in everyday life.
148
Subjects.
149
International Baccalaureate Organization, 2014. Middle Years Programme: Mathematics Guide.
150
151
82
Both programmes also aim to develop knowledge and understanding, analytical and
technological skills and algebraic skills.
The CBSE aim for students to participate in mathematics competitions is not evident within
the IB MYP Guide. As this is an aim normally outside of the academic scope, it is not
surprising this is not found within the IB MYP.
Content
The below table includes the topics (units) for both class years in the CBSE. These have
been used as a reference to compare the IB MYP branches of mathematical studies to.
Table 38: Content comparison of the CBSE and the IB MYP Mathematics
CBSE
152
Topic area and recommended proportion of teaching time [periods]
Included in the IB
MYP standard
Number systems (9%):
Real numbers

Algebra (28%):
Polynomials
Linear equations in two variables
Quadratic equations
Arithmetic progressions

Geometry (29%):
Introduction to Euclid’s geometry
Lines and angles
Triangles
Area
Circles
Constructions

Trigonometry (9%):
Introduction to trigonometry
Trig identities
Heights and distances

Coordinate geometry (5%)
Lines in two dimension

Mensuration (7%)
Areas
Areas related to circles

Statistics and probability (13%)

152
The proportion of teaching time was calculated by determining the number of periods per topic area out of the
total number of periods for both Class IX and X.
83
As seen in table above, the CBSE and IB MYP cover similar mathematical topics within the
curriculum. The CBSE topics and the sub-topics are similar to the IB MYP mathematical
branches. For instance, both programmes include topics on numbers, algebra, geometry,
trigonometry, statistics and probability. The IB MYP does not prescribe the content that
would be taught under these topics, but provides suggestions including angle properties,
surface areas, and linear and quadratic expressions 153 . The CBSE topic of Mensuration
covers mathematical topics that could be included under the IB MYP branch Geometry and
Trigonometry.
The IB MYP also offers an extended version of the programme which would allow IB schools
to cover additional content if necessary.
Methods of Assessment
Both the CBSE and IB MYP Mathematics include forms of internal assessment that are set
and delivered by the individual schools offering the curriculums. The CBSE internal
assessment makes up 40% of the overall grade each class year. This internal assessment
includes one Problem-Solving Assessment (PSA) each year with multiple choice questions.
The assessment requires students to apply what they know in new contexts or demonstrate
their understanding154. Other forms of internal assessment may include laboratory activities
and projects.
In the IB MYP, internal assessment could include a range of tasks including tests,
examinations, investigations, and reports. IB World Schools offering the programme must
assess all strands of the prescribed assessment criteria at least twice in each year of the IB
MYP. IB MYP students also have the opportunity to engage in a community project155 and
personal project during their studies and can take the (optional) eAssessment at the end of
the programme.
Both programmes have forms of assessment prescribed and conducted externally. In Class
IX, 60% of the overall grade for the year is assessed by examination conducted by schools,
reflecting CBSE guidance. In Class X the assessment is prescribed by the CBSE and
conducted externally 156 157 . Within these assessments, the CBSE has prescribed some
sections on Open Text based assessment on case studies that are provided to students
prior to the assessment158.
For Class X, the Mathematics paper design for the CBSE should include 33 questions159,
with just under a third of these requiring “very short” or “short answers” (1 or 2 marks each),
and the others being 3- or 4- mark questions. In terms of the skills assessed, a little over half
of the 90 marks are assigned to questions which test knowledge recall and understanding
153
155
The community project is required in schools that end the programme in MYP year 3 or year 4. It is optional
for schools that end the MYP in year 5.
156
For students studying in CBSE affiliated schools who intend to move out of the CBSE system upon completion.
157
Central Board of Secondary Education, 2013. Examination Bye-Laws.
158
Subjects.
159
Subjects.
154
84
(23 marks each). The ability to apply knowledge, including for problem-solving, is also
weighted highly in the assessment (24%).
In the IB MYP Mathematics specimen eAssessment reviewed for this study, there are 12
questions with marks ranging from 6 to 32 out of a possible 120. As with the CBSE, the
ability to apply knowledge is highly weighted within the eAssessment, though potentially
more so. Questions that test students’ ability to “analyse”, “create” and “evaluate”, though
weighted within the CBSE question paper design, appear to have more weighting attached
in the IB MYP eAssessment, though it must be acknowledged that this assessment would
not be taken by all students on the MYP.
7.2.2 Science
Aims and Objectives
Key aims and objectives for the CBSE Science programme can be found within the CBSE
syllabus and introduction160. These have been used as a reference point for the comparison
with the IB MYP aims below:
Table 39: Aims and objectives of the CBSE and IB MYP Science
CBSE: Key Themes
161
Included in the IB
MYP
Develop knowledge of key science concepts, methods and events.

Develop scientific approach and investigative skills.

Science builds cognitive, and physical skills

Focus on abstract science and analytical thinking

Develop scientific reasoning and practical experience

The IB MYP and CBSE share a similar overall aim to gain and apply scientific knowledge
and skills. The CBSE focusses on using knowledge and skills to improve the quality of life.
The IB MYP relates to this through encouraging students to consider science as a human
endeavour and developing ‘sensitivities’ to living and non-living environments. The IB MYP’s
core (i.e. inquiring, designing, processing and evaluating) aims to develop similar analytical,
evaluative and creative minds as the CBSE curriculum.
The IB MYP objective on knowledge and understanding can also be considered similar to
the CBSE aim to gain knowledge about specific scientific concepts.
The CBSE aims to develop abstraction and quantitative reasoning skills are similar to those
included in the NCERT Science syllabus 162 . The IB MYP similarly includes a focus on
summarization of science processes. Additionally, the IB MYP includes an objective for
160
Subjects.
161
Subjects, p 9 and p 138.
162
Classes - Volume 2.
85
students to “collect, process and interpret qualitative and/or quantitative data”163. Exposure
to experiences and modes of reasoning is also identified within the IB MYP aim to “reflect on
learning experiences and make informed choices” 164 and the use of scientific reasoning
within an objective strand.
A focus on the well-being of students, including their cognitive, emotional, and physical
development is a key aim for the overall IB MYP and similar to the CBSE Science aim to
develop these skills.
Content
The CBSE curriculum for Class IX and X is shown in the table below. The syllabus is
presented around broad topics, which are also those prescribed in the NCERT secondary
Science syllabus.
Table 40: Content comparison of the CBSE and IB MYP Science
CBSE Topic areas and recommended proportion of teaching time
[periods]
Included in the IB
MYP
Food (3%)
Materials (29%)
*
The World of the Living (26%)
How Things Work (9%)
Moving Things, People and Ideas (17%)
*
Natural Phenomenon (6%)
Natural Resources (10%)
*
Similar to the comparison of the NCERT secondary syllabus and the IB MYP for Science,
only a few topics in the CBSE syllabus can be partially identified within the IB MYP: Moving
Things, People and Ideas and Natural Resources include sub-topics similar to the IB MYP.
Both the CBSE and IB MYP include similar sub-topics related to Materials; however the subtopics that the NCERT prescribed for the Materials topic are not considered included in the
IB MYP. The CBSE includes sub-topics related to transformation (physics) and relationships,
which are included within the IB MYP.
The IB MYP focusses on conceptual-understanding and provides broader topics that are
developed into content curriculums at school level.
Both the CBSE and IB MYP include various forms of internal and external assessment, with
the internal assessment prescribed and conducted by the individual schools offering the
curriculums. The CBSE internal assessment makes up 40% of the overall grade for Class IX
and Class X and includes ‘hands-on’ practical assessments.
163
164
International Baccalaureate Organization, 2014. Middle Years Programme: Sciences Guide.
86
Similarly, the IB MYP includes a range of assessment tasks. IB World Schools offering the
programme must assess all strands of the prescribed assessment criteria at least twice in
each year of the IB MYP. IB MYP Science students must complete an independent scientific
investigation each year of the programme. IB MYP students also engage in a community
project165 and personal project during their studies.
Both programmes have external assessment prescribed by the awarding body. For the
CBSE, 60% of the assessment in Class X is developed and delivered by the CBSE166 167. In
Class IX this assessment can be conducted by schools. These assessments include
practical-based questions to assess the skills learning from the practicals conducted during
the curriculum in addition to Open Text based assessment168. IB MYP students take the
(optional) eAssessment at the end of the programme. The examinations are offered in
Biology, Chemistry, Physics, and Integrated Sciences.
Reviewing the IB MYP specimen eAssessment for Science found some clear differences in
the overall format and scope of assessment for Science. As similarly observed for
Mathematics, there are differences in the number and weighting of questions. The CBSE
Class X paper includes 36 questions comprising theory-based questions (24) and practicalbased questions (12), weighted at 83% and 17% respectively. The marks assigned to
individual questions range from 1-5 in the theory-based questions, with practical-based
questions worth 1 or 2 marks meaning that questions are weighted relatively evenly. The IB
eAssessment instead has a much smaller number of questions (8 in the specimen reviewed)
but which require more detailed responses, with the marks attached ranging from 7-30 (525% of the overall paper).
Aims and Objectives
The below table compares the IB MYP Individuals and Societies with the main objectives of
the CBSE syllabus169 .
165
166
167
Central Board of Secondary Education, 2013. Examination Bye-Laws.
168
Subjects.
169
Subjects.
87
Table 41: Aims and objectives of the CBSE and IB MYP Social Studies
CBSE Social Science: Key Themes
170
Included in
the IB MYP
The main objectives of the CBSE syllabus are to develop students in terms of:
Understanding
How human societies have evolved (change and development in terms of time
and space)

The need to view all events, issues and phenomena in a wider context (of space
and time, and where change is a continuous process)

India – contemporary and a historical perspective, understanding the general
framework of national development goals and policies post-1947 and within the
wider context of global development
*
The freedom struggle, recognising the contributions made across society and the
values and ideals behind it
*
The Indian environment as a whole:
– how the different aspects interact and the implications of this for society and
quality of life in the future
*
– understanding environmental, economic and social issues and challenges
*
Geographical and social diversity across the country: appreciating the diversity as
well as the underlying unity

The need to appreciate and preseve India’s rich and varied natural and cultural
heritage
Attributes, Skills and Qualities
Prepared to participate effectively in contemporary society,
– confident and able to deal with challenges as an individual and as part of a
group

– able to act effectively as citizens in a democracy and in conjunction with the
constitutional values
*
– with personal, social, moral, national and spiritual values and qualities

A scientific “temper”, able to investigate, analyse and evaluate data, opinions and
interpretations in a rational and objective way

Academic and social skills, including critical thinking, communication (visually and
verbally), leadership and problem-solving, working with others and on own
initiative
*
As seen in the table above, all but one of the CBSE aims can be similarly identified within IB
MYP, although the extent of coverage varies. Where only partial coverage can be
determined, this is because the CBSE aim is specific to the Indian system or context. For
instance, the CBSE aim for students to understand the values of the Indian Constitution is
not present within the IB MYP. However, the rest of the aim regarding being an effective
citizen aligns with the IB MYP aim to “act as responsible citizens of local and global
170
Subjects, p 142.
88
communities” 171 . The one CBSE aim not found within the IB MYP is regarding India’s
heritage.
One additional aim of the IB MYP is to “identify and develop concern for the well-being of
human communities and the natural environment”172.
Content
The below table outlines the units and sub-units in the CBSE and compares them to the key
concepts and related concepts in the MYP.
Table 42: Content comparison of the CBSE and IB MYP Social Studies
CBSE
Included in the
IB MYP
India and the Contemporary World (I and II) (23%)
Events and Processes (I only)
Livelihoods, Economies and Societies
Everyday Life, Culture and Politics
Contemporary India (I and II) (23%
*
173
)
India - Size and Location & Physical Features of India
Drainage
Climate
Natural Vegetation and Wild Life
Population
Resources and Development
Forest and Wild Life Resources
Water Resources
Agriculture
Minerals and Energy Resources
Manufacturing Industries
Life Lines of National Economy
*
*
Democratic Politics (I and II) (23%)
Democracy in the Contemporary World & What is Democracy? Why Democracy?
Constitutional Design
Electoral Politics
Working of Institutions
Democratic Rights
Power Sharing & Federalism:
Democracy and Diversity & Gender Religion and Caste:
Popular Struggles and Movements & Political Parties
Outcomes of Democracy
Challenges to Democracy
*
*
Economics (I) (11%)
The Story of Village Palampur
People as Resource
*
171
173
Based on the assumption that Class IX has 40 periods (not specified in syllabus).
172
89
Poverty as a Challenge
Food Security in India
Understanding Economic Development (II) (12%)
Development
Sectors of the Indian Economy
Money and Credit
Globalisation and the Indian Economy
Consumer Rights
*
Disaster Management (I and II) (9%)
The majority of the above CBSE topics are partially included within the IB MYP Guide. The
content under the CBSE topics is subject-specific with a few sections focusing on events or
systems in India (i.e. sectors of the Indian economy). Many of the sub-topics, seen in the
table above, relate to specific topics in Economics, Politics, History, or Disaster management.
Alternatively, the IB MYP focusses on conceptual understanding with broader key concepts
and related concepts. In broad terms, the CBSE content can be found in the IB MYP related
concepts; for example the CBSE sub-unit on Everyday Life, Culture and Politics include
content on the social history of clothing. This could be included under the IB MYP History
related concept on culture. Further, the sub-topic on Constitutional design could be included
under the IB MYP History related concepts on governance or the optional additional IB MYP
topic of Political Science/Civics/Government as part of the related concepts on government.
Many broad similarities could be found between the IB MYP Economics and Geography
concepts and the CBSE sub-topics.
Both the CBSE Social Science and IB MYP Individuals and Societies programmes include
internal assessment that is prescribed and delivered by the individual schools offering the
programme.
The CBSE internal assessment contributes 40% of the overall grade in each class year. This
internal assessment can include projects, activities tests, and various assignments. Although
schools develop these, they are based on guidelines provided by the CBSE174.
In the IB MYP, internal assessment could include a range of tasks such as tests,
examinations, investigations, and reports175. Further guidance is provided by the IB on tasks
to address the objectives relating to investigation and communication; including but not
limited to research papers, slide shows and websites. IB World Schools offering the
programme must assess all strands of the prescribed assessment criteria at least twice in
each year of the IB MYP. IB MYP students also engage in a community project 176 and
personal project during their studies.
174
Subjects.
175
176
90
Both programmes have forms of assessment prescribed and conducted externally: 60% of
the Class X assessment is through CBSE external examination177 178. The CBSE has also
prescribed some sections on Open Text based assessment on case studies that are
provided to students prior to the assessment179.
IB MYP students take the (optional) eAssessment at the end of the programme. The
examination is offered in Geography, History and Integrated Humanities (including
Economics, Geography and History).
Differences in the CBSE and IB approaches and format of external assessment echo those
observed in the preceding analyses for Mathematics and Science. For example, the number
and weighting of questions differ. Taking the final semester of Class X as an example180,
there are 29-30 questions set for a three-hour examination, of which eight require very short
(1-mark) answers and the maximum number/weighting of marks assigned to any individual
question is 5.6%. The IB eAssessment sets a smaller number of questions, but with a higher
number of marks attached, reflecting the need for detailed answers.
The distribution of questions and marks by typology also differs between the CBSE and IB.
The CBSE paper for Class-X SA-II seeks to test across the following domains:
Remembering; Understanding; Application; Higher Order Thinking Skills; Creating,
Evaluation…; and Map. A fifth of the marks is attributed to questions testing knowledge
recall; with each of the remaining domains identified (excluding Map) having similar
weightings attached, with slightly more emphasis on questions testing application over those
testing understanding. By contrast, the IB eAssessment has a smaller number of questions
but which tend to be more weighted towards higher order thinking skills (e.g. analysis and
organisation of information from various sources) and creation and evaluation, closely
followed by questions testing application. This is not to say that knowledge recall and
understanding are not tested – inevitably they would be – but the IB MYP eAssessment
specimen did not include any questions that solely reflected these typologies.
177
Central Board of Secondary Education , 2013. Examination Bye-Laws.
179
Subjects.
180
Question paper design is set out in the CBSE for Classes IX and X (separately for the first and second
semesters).
178
91
8. Comparative Analysis of Selected Subjects: IB MYP
and ICSE
Key findings – comparing selected subjects of the IB MYP and ICSE curriculum
The aims of the ICSE Mathematics, Science, and Social Studies (H.C.G.) syllabi are
mostly shared with the IB MYP. Both aim for students to:
 Develop an understanding of mathematics and science,
 Be competent users of associated terminology
 Have the ability to make connections and apply their knowledge to real-life
contexts.
In social studies, both share the aims to understand different cultures and the causeeffect.
The IB MYP content is partially similar to that of the ICSE in the subjects under review.
For example, for Mathematics both the ICSE and the IB MYP syllabi covered the same
topics with the exception of commercial mathematics (ICSE). Other subject findings are
similar to those identified for both the NCERT and CBSE analyses reflecting the fact that
both the CBSE and ICSE syllabi must reflect the NCERT requirements.
As with the IB MYP, all ICSE subjects have an internal assessment component. The
ICSE subjects also have required external assessment, whereas external assessment in
the IB MYP is optional.
When comparing the ICSE sample internal assessment learning outcomes and the IB
MYP strands on what a student should be able to do, overall both include statements for
students to understand and apply their knowledge, and analyse or discuss ideas. In
mathematics and science, the ICSE includes an outcome for students to apply their
knowledge in other disciplines which is coherent with the IB MYP interdisciplinary
approach.
Both the ICSE and IB MYP have assessment criteria used for the internal assessment
and similarly assess understanding. When comparing the descriptors, the ICSE criteria
measure a students’ ability to complete the assignment, whereas the IB MYP assessment
criteria measure the skills demonstrated by the student.
As with the analyses of the NCERT and CBSE syllabi, this section reviews three subjects
offered by the CISCE for Classes IX-X: Mathematics; Science and Social Science. The
principal sources of information have been the syllabus regulations and individual subject
syllabi which set out the aims of the programme, the format and content of the external
Class IX and X exams; and guidance on the format and marking of the internal assessment.
8.1 Mathematics
The CISCE Mathematics syllabus for Class IX-X sets out aims for the two-year programme
and the specific format and mathematics topics to be covered in each year’s examination.
92
Suggested assignments for the internal assessment are included at the end of the syllabus
with guidelines for marking these.
Aims and Objectives
Looking firstly at IB MYP Mathematics against the aims of the ICSE Mathematics, it is
possible to see clear similarities, as summarised in the table below:
Table 43: Aims and objectives of the ICSE and IB MYP Mathematics
ICSE
Included in the IB
MYP
Students should develop understanding of:
Mathematical concepts, principles, processes, proofs, symbols and terms

How mathematical concepts can be applied to further study in science and
mathematics

Students should develop skills in the following areas:
Problem-solving in real-life contexts through the application of their
mathematical knowledge

The use of technology, such as calculators and computers

Drawing and interpretation of tables, charts and graphs

It is intended that students will:
Develop an interest in mathematics

All of the ICSE aims are at least somewhat similar to a prescribed aim within the IB MYP.
Where the IB MYP aims are only partially similar, another section of the Mathematics Guide
(i.e. Effective use of information and communication) is found similar to the ICSE aim. For
instance, the ICSE aim to develop an interest in mathematics is included within the IB MYP
aim to enjoy mathematics. The ICSE aim to develop drawing skills or skills to read graphs is
similar to the IB MYP aim to “develop an understanding of the principles and nature of
mathematics”181 but only partially. The IB MYP section on the skills developed under each
branch of mathematics includes graphing and drawing, which fits with the rest of the ICSE
aim.
In addition to the IB MYP aims similar to the ICSE, the following aims are also present in the
IB:
 Communicate clearly and confidently in a variety of contexts
 Develop logical, critical and creative thinking
 Develop confidence, perseverance and independence in mathematical thinking and
problem-solving
 Develop powers of generalization and abstraction
 Appreciate the moral, social and ethical implications arising from the work of
mathematicians and the applications of mathematics
181
93


Appreciate the international dimension in mathematics through an awareness of the
universality of mathematics and its multicultural and historical perspectives
Develop the ability to reflect critically upon their own work and the work of others.
Content
Table 44: Content comparison of the ICSE and IB MYP Mathematics
ICSE topics by year
Included in the IB
MYP
IX
Pure Arithmetic

Commercial Mathematics
Algebra

Geometry

Statistics

Mensuration

Trigonometry

Co-ordinate geometry

X
Commercial Mathematics
Algebra

Geometry

Mensuration

Trigonometry

Statistics

Probability

All but one of the topics taught (in Class IX and X) within the ICSE curriculum are included
within the IB MYP four branches of mathematics. Arithmetic, Algebra, Geometry, and
Trigonometry could be similarly found within the IB MYP branches of Numbers, Algebra,
Geometry and Trigonometry, respectively. The ICSE topic of Mensuration is also found
within the IB branches of Geometry and Trigonometry, and the ICSE topics of Statistics and
Probability within the IB MYP Statistics and probability. Commercial mathematics, (covering
areas such as compound interest; banking; profit and loss; shares and tax) is not included
within the IB MYP four branches of mathematics.
The majority of the ICSE sub-topics fit within the standard IB MYP Mathematics programme,
however a few sub-topics, such as sine and cosine rules, could fall under the extended
programme, according to the IB MYP Mathematics Guide.
94
Learning Outcomes
The IB MYP Mathematics Guide does not have identifiable learning outcomes. Instead, there
are the aims (examined above) that the IB defines as “general statements about what
teachers may expect to teach or do, what students may expect to experience or learn, and
how students may be changed by the learning experience”. The IB MYP does prescribe
objectives and strands on what students should be able to do in order to achieve these aims.
These can be used by IB World Schools to develop specific learning outcomes.
Similarly, no learning outcomes are prescribed by the ICSE in the mathematics syllabus;
which, as mentioned above, focusses on aims and assessment format and content. Within
the Internal Assessment 182 guide, a document provided by the CISCE for schools and
teachers to use as a reference, learning outcomes and objectives are provided for sample
individual internal assessment tasks. These learning outcomes include statements on
understanding, using, and applying a mathematical concept or tool, and analysing data. One
learning outcome specifically references the use of mathematics in other disciplines. The
outcomes are normally specific to the tasks and the type of mathematics used and learned.
Alternatively, the IB MYP strands are broader and applied to the whole mathematics
programme. These include statements regarding applying, selecting and describing
mathematics when solving problems in different contexts. Communicating mathematics, and
selecting or applying mathematical strategies when solving real-life problems to reach a
solution are also included. IB MYP students are also required to justify solutions.
Table 45: Methods of assessment in the ICSE and IB MYP Mathematics
ICSE Mathematics IX
ICSE Mathematics X
IB MYP Mathematics
Assessment
type(s)
Internal assessment
(20%)
External examination
(80%)
Internal assessment
(20%)
External examination
(80%)
Optional formal
eAssessment in either
Mathematics or extended
mathematics
Internal
assessment
format
Three internal
assessments per year, set
by the teacher.
Three internal
assessments per year, set
by the teacher.
Determined at school
level.
External
examination
One paper, of 2.5 hours;
80 marks.
The paper is based on the
syllabus and comprises
two sections, equally
weighted:
1. Short answer
questions (candidates
should attempt all
questions)
2. Candidates answer
four questions from a
choice of seven.
One paper, of 2.5 hours;
80 marks.
The paper is based on the
syllabus and comprises
weighted:
1. Short answer
should attempt all
questions)
choice of seven.
The optional
eAssessment includes
short-answer and
extended-answer
questions, based on a
prescribed set of
Mathematics criteria.
182
Council for the Indian School Certificate Examinations - New Delhi, 2012. Internal Assessment - An Integral
Component of ICSE.
95
As shown in the table above, the ICSE internal assessment for Class IX and X consists of a
minimum of three separate assignments for each year. Both the ICSE syllabus and Internal
Assessment: An integral component of ICSE 183 provide examples of the types of
assignments that teachers could prescribe, with the latter providing learning objectives,
learning outcomes, methodology (how teachers should present the assignment to students)
and grading [“evaluation”] which shows how marks should be distributed in terms of skill
areas; however these vary by task. Criteria such as ‘presentation’, ‘procedure’,
‘understanding’, ‘accuracy’ and ‘calculation’ can be seen across some of the different
possible assignments with varying weighting assigned to each, depending on the task.
The MYP has four assessment criterion areas for the Mathematics programme as a whole:
 Criterion A: Knowing and understanding
 Criterion B: Investigating patterns
 Criterion C: Communicating
 Criterion D: Applying mathematics in real-life contexts.
The IB MYP Mathematics Guide assesses criterion A, B, and D (through internal tasks.
Criterion C is assessed in combination with B or D within responses or reports.
The IB MYP Mathematics Guide provides suggestion on activities that can take place within
the programme. The tasks and assignements implemented are decided by the IB schools
when developing the curriculum. The activities suggested by the IB include:
 Application of paleoanthropometry (relating sizes of bones to determine the height of
a dinosaur/prehuman)
 Students will investigate the effects of changing the dimensions (radius and height) of
a cylindrical container and produce a report describing which dimension has the
greatest effect on surface area and volume.
183
Component of ICSE.
96
Figure 7: Sample task from IB MYP
The ICSE internal assessments are worth 20 marks: the subject teacher (internal examiner)
awards 10 marks and the external examiner awards 10 marks. These marks are awarded
using guidelines with the ICSE grading criterion in the table below. Grade I out of I-V has
been used for the anlaysis. Similarly, the MYP assessment objectives and criteria for Year 5
have been used for the comparison in the table below.
97
Table 46: Assessment criteria in the ICSE and IB MYP Mathematics
ICSE
ICSE Internal
assessment
criteria and
MYP
assessment
criteria for
final year
184
MYP
Preparation
Criterion A: Knowing and Understanding
Exhibits and selects a well-defined
problem.
The student is able to:
i.
select appropriate mathematics when
solving challenging problems in both
familiar and unfamiliar situations
ii.
apply the selected mathematics
successfully when solving these
problems
iii.
generally solve these problems
correctly in a variety of contexts.
Appropriate use of techniques.
Concepts
Admirable use of mathematical
concepts and methods and
exhibits competency in using
extensive range of mathematical
techniques.
Computation
Careful and accurate work with
appropriate computation,
construction and measurement
with correct units.
Criterion B: Investigating Patterns
i.
select and apply mathematical
problem-solving techniques to
discover complex patterns
Presentation
Criterion C: Communicating
Presents well stated conclusions;
uses effective mathematical
language, symbols, conventions,
tables, diagrams, graphs, etc.
i.
consistently use appropriate
mathematical language
ii.
use appropriate forms of
mathematical representation to
consistently present information
correctly
iii.
communicate through lines of
reasoning that are complete, coherent
and concise
Understanding
Criterion B: Investigating Patterns
Shows strong personal
contribution; demonstrate
knowledge and understanding of
assignment and can apply the
same in different situations.
i.
select and apply mathematical
problem-solving techniques to
discover complex patterns
Criterion A: Knowing and Understanding
i.
select appropriate mathematics when
solving challenging problems in both
familiar and unfamiliar situations
The above table demonstrates how the assessment criteria in the IB MYP compare to the
ICSE internal assessment criteria. Similar criteria are used by both the IB MYP and the ICSE
with shared emphasis on mathematical language, selecting to the appropriate form of
mathematics, and correctly solving problems. However, the IB MYP criteria place more
184
Council for the Indian School Certificate Examinations, 2013. Mathematics Paper.
98
emphasis on the level of complexity or difficulty in the task. The descriptors in the top grade
are based on ‘challenging problems’, and ‘consistently’ using correct approaches and
language. Alternatively, the ICSE descriptors are broader and focussed on the students’
completion of the assessment, rather than the students’ skills and knowledge of
mathematics. For instance, the criteria for Understanding at the top grade requires students
to demonstrate their knowledge and understanding of the assignment.
In addition to the assessment criteria and strands seen above, the IB MYP also uses
Criterion D: Applying mathematics in real-life contexts. To achieve the top grades, students
are measured against five different strands including to justifying accuracy of solutions, and
if a solution “makes sense in the context of the authentic real-life situation”185.
8.2 Science
The ICSE Science programme is organised into three parts based on the examination
papers. This includes Physics (Science Paper 1), Chemistry (Science Paper 2), and Biology:
(Science Paper 3). Each of these syllabi are organised in a similar way to the other ICSE
and begin with a set of relevant aims. The internal and external assessment is also
explained, with information provided on the marks and question types. The main body of
each syllabus is split by class year and describes the key themes and information that will be
taught for the course. All three include information on the internal assessment of practical
work and provide the information that should be tested. Information on how this practical
work should be evaluated is also included. A guideline for marking with grades that applies
to all three parts of the ICSE Science programme is included at the end of the Biology
syllabus.
185
99
Aims and Objectives
The aims for each of the three Science syllabi are included in the below table and have been
compared to the IB MYP Science aims:
Table 47: Aims and objectives of the ICSE and IB MYP Science
ICSE Science
Included in the
IB MYP
Physics:
The programme aims for students to develop:
Knowledge and understanding of Physics concepts, definitions, facts, laws,
principles and processes

Practical skills in drawing (e.g. diagrams and graphs); recording observations
and using apparatus

Communication, problem-solving and reasoning skills

Understanding of physics in the world around us
*
Chemistry:
Knowledge of Chemistry-related terminology, concepts and principles,
techniques and processes

The ability to apply their knowledge of Chemistry (key content and principles) in
unfamiliar situations

Practical skills to use apparatus and chemicals appropriately
*
Scientific “temper”, attitude and problem-solving skills
*
Understanding of the important impact Chemical Science has on the
environment (nature; natural resources, pollution)

Biology:
Awareness of the economic importance and interdependence of plants and
animals; understanding therefore their significance to human welfare

Understanding of the linkages between environmental adaptations and
sustainability

Understanding and appreciation of biology and biological economics (scope and
limitations), and link this to quality of life

Skills in hypothesising, observation and recording, inference, use of equipment
and conducting experiments

The overall aims of the ICSE Science can be similarly observed within the IB MYP, as seen
in the table above. The ICSE aims to understand or acquire knowledge in science are
typically included within the IB MYP aim to “understand and appreciate science and its
implications”. Generally though, the IB MYP aims are broader and can encompass a larger
array of topic-specific aims.
100
A few of the ICSE aims are more specific, and as such only partially identifiable within the IB
MYP. For instance, the IB MYP aim to “cultivate analytical, inquiring and flexible minds that
pose questions, solve problems, construct explanations and judge arguments” 186 can be
considered to reflect, in part, the ICSE aim to “develop scientific temper, attitude and
problem-solving skills” 187 given its reference to problem-solving skills, but less so the
scientific temper and attitude.
Some similarities can be found between the ICSE aims and IB MYP objectives. For instance,
both programmes aim for students to apply their scientific knowledge in unfamiliar situations.
Content
Table 48: Content comparison of the ICSE and IB MYP Science
ICSE
Included in the IB
MYP
Physics:










Measurement and experimentation (Class IX only)
Motion in one dimension (Class IX only)
Laws of motion (Class IX only)
Fluids (Class IX only)
Heat
Light
Sound
Electricity and Magnetism
Force, work, energy and power (Class X only)
Modern physics (Class X only)
*
Chemistry:
Class IX










Matter and its Composition: Law of Conservation of mass
Study of Gas Laws
Elements, Compounds and Mixtures
The langauge of Chemistry:
Physical and chemical changes
Water
Atomic Structure
The Periodic Table
Study of the First Element – Hydrogen
Atmospheric pollution
*
Class X









186
187
Periodic properties and variations of properties – physical and chemical
Chemical bonding
Study of acids, bases and salts
Analytical Chemistry – use of ammonium hydroxide and sodium hydroxide
Mole concept and stoichiometry
Electrolysis
Metallurgy
Study of compounds
Organic chemistry
*
Council for the Indian School Certificate Examinations, (n.d.). Science (52) Chemistry: Science Paper 2.
101
ICSE
Included in the IB
MYP
Biology:








Basic Biology
Flowering plants (Class IX only)
Plant Physiology
Diversity in living organisms / Eco systems
Human Anatomy and Physiology
Health and Hygiene / Physical health and hygiene
Waste generation and management (Class IX only)
Pollution (Class X only)
*
The topics and content in the ICSE Physics, Chemistry, and Biology syllabi can be seen in
the table above. In comparison to the IB MYP, the content is subject-specific and focusses
on the many facts, laws and principles of these science subjects. As the IB MYP Guide is
structured differently, this content had to be identified under the IB MYP key and related
concepts, with some assumption made that these facts, laws, and principles would fall under
them. The IB MYP provides a sample of possible statements of inquiry that take the key and
related concepts and suggest possible statements of inquiry, projects, or topics to study. For
example, it provides the Physics topic of Magnetism and Electricity (a topic included in the
ICSE as seen above) in association with the key concept of change and the related concepts
of environment, consequences, development, and energy. The statement of inquiry is on
“increasing electrical energy production to meet the needs of an expanding global population
can have environmental consequences”188. It is likely that many of the above ICSE topics fit
under the IB MYP key and related concepts in a similar format.
Therefore, the ICSE topics and content are considered to be partially included under the IB
MYP key concepts of change, relationships, and systems. They are also partially included
under the related concepts such as form, evidence, interaction, patterns, movement, energy,
environment, consequences, and transformation. For example, the ICSE Physics content
regarding the consequences of expansion of solids, liquids and gases is included within the
IB MYP related concept of consequences.
The IB MYP also includes objectives that “encompass the factual, conceptual, procedural
and metacognitive dimensions of knowledge” 189 . The first objective on knowing and
understanding includes the development of scientific knowledge. This knowledge includes
facts, ideas, concepts, processes, laws, principles, models and theories. Although the IB
MYP does not specify these concepts and laws in the same format as the ICSE, it can be
assumed that it will include them.
As with the ICSE syllabus, the IB MYP develops students’ mathematical skills throughout the
MYP programme, where students would be expected to:
 Perform the basic arithmetic functions: addition, subtraction, multiplication and
division
 Use calculations involving means, decimals, fractions, percentages, ratios,
approximations and reciprocals
188
189
102









Use standard notation (for example, 3.6 x 10⁶)
Use direct inverse proportion
Solve simple linear simultaneous equations
Plot graphs (with suitable scales and axes), including two variables that show linear
and non-linear relationships
Interpret graphs (with suitable scales and axes), including two variables that show
linear and non-linear relationships
Interpret graphs, including the significance of gradients, changes in gradients,
intercepts and areas
Draw lines (either curves or linear) of best fit on a scatter plot
Interpret data presented in various forms (for example, bar charts, histograms and
pie charts)
Represent arithmetic mean using x-bar notation.
Learning Outcomes
As was the case with the comparative analysis of Mathematics seen above, neither the ICSE
nor IB MYP syllabi define overarching or topic-level learning outcomes for Science. Within
the Internal Assessment Guide 190 , a document provided by the CISCE for schools and
teachers to use as a reference, learning outcomes are provided for sample individual internal
assessment tasks. These can be compared the IB MYP prescribed criteria strands that are
used by IB World Schools to assess students. The ICSE includes task specific learning
outcomes for a student to be able to compare and understand different scientific processes,
scientific concepts and principles. They should be able to write a report, and identify ways in
which science can be used toward saving energy. Recall of various principles and processes
is also stated. One learning outcome references that students have an understanding of
cross-curricula linkages of science (i.e. Chemistry) with other disciplines.
In the IB MYP the strands are broader and applied to the whole course. These include
statements such as explaining, applying, and analysing scientific knowledge, principles,
scientific investigations, and data. Students are expected to be able to design scientific
investigations and interpret data. When reflecting on the impacts of science, IB MYP
students apply scientific language and discuss implications of science.
190
Component of ICSE.
103
Table 49: Method of assessment in the ICSE and IB MYP Science
Assessment
type(s)
ICSE Science IX
ICSE Science X
IB MYP
Internal assessment
(20%)
Internal assessment
(20%)
External examinations
(80%)
External examinations
(80%)
Optional formal
eAssessment in Biology,
Chemistry, Physics, or
Integrated Sciences
Independent scientific
investigation (each year of
MYP)
Internal
assessment
format
Practical work in all three
subjects, set by the
teacher.
Practical work in all three
subjects, set by the
teacher.
Independent scientific
investigation (each year of
MYP). Further internal
assessment determined at
school level.
External
examination
Three papers, of two
hours each; 80 marks
each
Each paper comprises
weighted:
1. Short answer
should attempt all
questions)
choice of six.
Three papers, of two
hours each; 80 marks
each
Each paper comprises
weighted:
1. Short answer
should attempt all
questions)
choice of six.
The optional
eAssessment includes
short-answer and
extended-answer
questions. For example,
students may be asked to
state one advantage and
one disadvantage of using
certain techniques, and
/or evaluate the strengths
and limitations of different
methods.
The IB MYP internal and external assessment is graded using four assessment criterion
including:
 Criterion A: Knowledge and understanding
 Criterion B: Inquiring and designing
 Criterion C: Processing and evaluating
 Criterion D: Reflecting on the impacts of science.
As seen in the table above, the IB MYP requires students to complete an independent
scientific investigation each year of the programme. These investigations are used to assess
criterion B and C.
The Internal Assessment: An integral component of ICSE document provides examples of
internal assignments that teachers could prescribe. The Science assignments involve
practical work including experiments. These experiments include following instructions,
taking observations, and presenting the collected data using an appropriate format.
Graphing, calculating, measuring, tabulating and other scientific skills are included. In
104
Chemistry, students are required to identify gases. In Biology, plant and animal specimens
are examined (i.e. onion peel, cheek cell).
The ICSE provides a grading rubric for the required internal assessments in Science. The
top grade that can be achieved, and the descriptors for this grade, have been compared to
the IB MYP assessment criteria (for year 5) in the table below:
Table 50: Assessment criteria in the ICSE and IB MYP Science
ICSE
ICSE Internal
assessment
criteria vs MYP
objectives
/assessment
criteria for final
year
191
Preparation
Follows instructions (written, oral,
diagrammatic) with understanding;
modifies if needed. Familiarity with
and safe use of apparatus,
materials, techniques.
MYP
Criterion A: Knowing and
Understanding
i.
analyse and evaluate information to
make scientifically supported
judgments.
Criterion B: Inquiring and designing
i.
Procedure / Testing
Criterion B: Inquiring and designing
Analyses problem systematically.
Recognises a number of variables
and attempts to control them to build
a logical plan of investigation.
i.
formulate and explain a testable
hypothesis using correct scientific
reasoning
ii.
explain how to manipulate the
variables, and explain how
sufficient, relevant data will be
collected
Observation
Criterion C: Processing and evaluating
Records data/observations without
being given a format. Comments
upon, recognises use of
instruments, degree of accuracy.
Recording is systematic.
Inference / Results
Processes data without format.
Recognises and comments upon
sources of error.
Can deal with unexpected results,
suggesting modifications.
191
design a logical, complete and safe
method in which he or she selects
appropriate materials and
equipment.
i.
correctly collect, organise, transform
and present data in numerical and/
or visual forms
i.
or visual forms
ii.
accurately interpret data and explain
results using correct scientific
reasoning
Council for the Indian School Certificate Examinations, (n.d.). Science (52) Biology: Science Paper 3.
105
iii.
evaluate the validity of a hypothesis
based on the outcome of a scientific
investigation
iv.
evaluate the validity of the method
based on the outcome of a scientific
investigation
v.
explain improvements or extensions
to the method that would benefit the
scientific investigation.
Presentation
Presentation is accurate and good.
Appropriate techniques are well
used.
i.
or visual forms
The ICSE descriptors seen in the table above are specifically formatted for internal
assessment of scientific investigations. There is clear emphasis on understanding the
investigation provided to the students, and completing the experiment. Alternatively, the IB
assessment criteria are used for all forms of internal assessment. The scientific
investigations that the IB requires students to complete each year of the MYP Sciences, is
assessed against criterion B and C. These two criterions are the most similar to the ICSE
descriptors, as demonstrated in the table above. The other IB criterion, A (Knowledge and
understanding) and D (Reflecting on the impacts of science), are less relevant to the
investigations.
It is also observed that some of the IB assessment strands (descriptors) for lower grades
could be similar to the ICSE top grade descriptors. For example, the IB grades progress
from students simply outlining variables, to outlining how to manipulate variables, then
describing how to manipulate variables. The top grade requires students to explain this
process. Alternatively the ICSE requires that students recognise the variables and attempt to
control them.
Another difference seen above is that IB students design and outline their own investigation,
demonstrating (at grades 1-2) that they can ‘outline a testable hypothesis’ and ‘design a
method, with limited success’. The ICSE is testing the student’s ability to understand an
investigation provided to them.
8.3 Social Studies
The ICSE does not have a specific Social Studies curriculum but instead has a History,
Civics and Geography syllabus (hereafter referred to as “H.C.G.”), covering similar themes
to the IB MYP Individuals and Societies; and is therefore used as the point of comparison for
this study. The HCG syllabus is split into two parts for each paper:
 History and Civics: H.C.G. Paper 1
 Geography: H.C.G. Paper 2.
106
The ICSE includes a separate syllabus for the subject of Economics. This has been
examined alongside the H.C.G. papers.
Both parts include aims and a description of the assessment (internal and external). The
content of the examinations, and therefore the syllabus, is outlined by Class (IX and X
respectively) and sections (History, Civics, or Geography). Both parts include suggestions on
the internal assessment assignments and guidelines for marking the internal assessment.
Aims and Objectives
The aims of the ICSE H.C.G. Paper 1 of been compared to the MYP aims and other relevant
sections of the Guide in the table below:
Table 51: Aims and objectives of the ICSE HCG1 and IB MYP Social Studies
ICSE HCG 1
Included in the
IB MYP
Students should develop an understanding of:
The Indian government and how it works; developing learners that are aware of
their responsibilities as a citizen in a secular democracy
*
Key aspects of Indian history, so as to be able to sufficiently understand
contemporary India
Contributors and contributing factors to the growth and development of India, its
culture and civilisation
*
How different cultures of the world have contributed to global heritage

Three of the four ICSE H.C.G 1 aims are similar to the aims and concepts prescribed within
the IB MYP. The ICSE aims for students to understand the Indian government and become
an enlightened citizen and understand the factors that contributed to the development of the
Indian nation are partially reflected by two of the IB MYP aims (that of acting as responsible
citizens of local and global communities; and of understanding how both environmental and
human systems operate and evolve) although it is acknowledged that the specific workings
of the Indian government would inevitably not be an integral part of the IB curriculum:
Some of the IB MYP related concepts are similar including the Political
Science/Civics/Government concepts of citizenship and government. The History-related
concepts on civilization and culture are also similar. However, the two ICSE aims are only
considered partially included as a result of the aims being specific to the national context.
The last aim in the table above is considered to be included within the IB MYP key concept
on global interactions (i.e. taking a world perspective) and the related History concepts of
culture and perspective.
107
The aims of the H.C.G. Paper 2 have been compared to the MYP in the table below:
Table 52: Aims and objectives of the ICSE HCG2 and IB MYP Social Studies
ICSE HCG 2
Included in the IB
MYP
Students should develop an understanding of:
Geograpical terms, concepts and principles
*
Processes and patterns affecting human response to natural environment

Regional development and human use of natural resources
*
The interdependence of countries and world regions

Resources, and specificially their uses and availability; and the related
problems of development in India and South Asia
*
Students should also develop:
Practical skills in map-reading
*
The ability to explain cause-effect in relation to natural phenoma

All of the above ICSE aims are considered to be included or partially included within the IB
MYP. None of the IB MYP prescribed aims are necessarily similar, but rather the
programme’s concepts (Geography-related) reflect similar aims as the ICSE. For instance,
the related concept on causality (case and consequences) includes the cause-effect
relationship from the ICSE aim. Other similar related concepts include patterns and trends,
processes, interdependence, and power. Some of the ICSE aims are only partially included
as a result of the Indian context, or as a result of the IB MYP covering broader concepts that
only partially align to the ICSE.
The ICSE Economic syllabus includes similar aims to the ICSE H.C.G. syllabi, with a focus
on economics knowledge, terminology, and processes. The IB similarly focusses on
knowledge and understanding within the overall programme, but Economics is a subject that
can be focussed on in the IB MYP. The ICSE also aims for students to develop the ability to
handle statistical data. This aim is not directly prescribed in the IB MYP, but is included as
one of the IB’s suggestions for facilitating interdisciplinary teaching and learning.
Content
The MYP key concepts and related concepts have been compared to the content of the
H.C.G Paper 1 in the table below:
108
Table 53: Content comparison of the ICSE HCG1 and IB MYP
ICSE H.C.G 1 Paper Content
Included in the
IB MYP
Class IX
Section A: Civics

Our constitution

Salient features of our constitution

Elections and politcal parties

Local self government
*
Section B: History

The Harappan Civilization

The Vedic Period

India in the 6 century B.C.

The Mauryan Empire

The Sangam Age

The Age of the Guptas

Medieval India

The Mughal Empire

The beginning of the Modern Age in Europe
th
*
Class X
Section A: Civics

The Union Legislature

The Union Executive

The Judiciary
*
Section B: History

The Indian National Movement (1857-1917)

Mass phase of the National Movement (1915-1947)

The Contemporary World
*
As seen in the table above, the ICSE H.C.G 1 paper includes sections on History and Civics
with sub-sections that outline key events in Indian or world history and the Indian governing
system. These topics show many similarities to the IB MYP related concepts under Political
Science/Civics/Government (i.e. government, power, leadership, rights, authority) and
History (i.e. civilization, conflict, culture, governance, identity, and significance). As the
majority of the above ICSE topics are about the Indian government and history, they are
considered partially included within the IB MYP related concepts on similar but broader
topics, reflecting the international nature of the IB programme.
The MYP key concepts and related concepts can also be considered in relation to the H.C.G
Paper 2, as shown in the table below:
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Table 54: Content comparison of the ICSE HCG2 and IB MYP
ICSE HCG 2
Included in the IB
MYP
Class IX
Principles of Geography

Our World

Structure of the Earth and Internal Processes

Weathering

Hydrosphere

Atmosphere

Pollution

Natural regions of the World

Map work
*
Class X
Part 1:
Map Work
*
Part 2:
Geography of India
The topics presented in the ICSE HCG Paper 2 are seen in the table above. Although these
topics are less India-centric in comparison to the ICSE HCG Paper 1, they include
geographically related factual content. For instance, the section on Our World includes
content on the shape, size and measurement of the earth. This specific content is not
included within the IB MYP Guide; however the IB concept of scale would likely include this
content and additionally look at how ‘challenges, problems, and ideas can be analysed’
using scales. The rest of the Geography-related concepts cover or may cover the rest of the
ICSE topics in a similar form. These related concepts include: causality, culture, disparity
and equity, diversity, globalisation, management and intervention, networks, patterns and
trends, power, processes, scale, and sustainability.
When comparing the IB to the ICSE Economics syllabus, similar comparisons are made
using the IB key or related concepts. The IB content is mostly included in the ICSE, with
similar topics on scarcity, poverty, and consumption. As with the other subjects, the IB
focusses on the wider Economic concepts rather than the specific topics in Economics.
Learning Outcomes
No learning outcomes have been identified for the ICSE History Civics and Geography
course. The IB MYP Guide does not have identifiable learning outcomes either, but instead
prescribes overarching aims (examined above) that the IB defines as “general statements
about what teachers may expect to teach or do, what students may expect to experience or
learn, and how students may be changed by the learning experience”. Alongside aims, the
IB MYP prescribes strands that are used in the assessment of students work. These can be
compared to the sample learning outcomes that the ICSE provides in the Internal
110
Assessment192 Guide, a document provided by the CISCE for schools and teachers to use
as a reference for the internal assessment tasks. For History, Civics, Geography, and
Economics, the ICSE learning outcomes state that students who complete the assignments
should be able to analyse options, understand concepts and issues, identify and describe
systems or processes, and justify choices. Comparisons, recall and relating something to
real-life are also included
In comparison, the IB MYP strands state that students should be able to use terminology
and demonstrate knowledge, formulate research questions and investigations, evaluate
results, communicate information, and analyse and interpret data and different perspectives.
As the ICSE in Social Studies include two papers, and ICSE Economics is a separate course,
each is compared in the below table:
Table 55: Method of assessment in the ICSE and IB MYP Social Studies
Assessment
type(s)
Internal
assessment
format
External
examination
ICSE HCG 1 Class
IX-X
ICSE HCG 2
Class IX-X
ICSE Economics
Class IX-X
IB MYP
Internal assessment
(20%)
Internal
assessment (20%)
Internal
assessment (20%)
External
examination (80%)
External
examination (80%)
External
examination (80%)
Optional
eAssessment in
either History,
Geography, or
Integrated
humanities
One internal
assessment each
year, set by the
teacher.

Class IX
internal
assessment:
three exercises
(50%) and one
project report
(50%)
Three internal
assessments each
year, set by the
teacher.
Investigation
(each year of
MYP). Further
internal
assessment
determined at
school level.

Class X
internal
assessment:
one project
report.
The optional
eAssessment
includes:
includes shortanswer and
extended-answer
questions.
One paper each
year, of two hours;
80 marks.
One paper each
year, of two hours;
80 marks.
One paper each
year, of two hours;
80 marks.
The paper
comprises two
sections, equally
weighted:
1. Short answer
questions
(candidates
The paper
comprises two
sections, equally
weighted:
1. Short answer
questions and
questions
The paper
comprises two
sections, equally
weighted:
1. Short answer
questions
(candidates
192
Component of ICSE.
111
should attempt
all questions)
2. Section A:
Candidates
answer two
questions from a
choice of three
Section B:
Candidates
answer three
questions from a
choice of five.
based on
Maps
(candidates
should attempt
all questions)
2. Candidates
choose any
five questions
to answer.
should attempt
all questions)
2. Candidates
choose four
questions to
answer.
As outlined in the preceding subject comparisons, the IB MYP has four assessment criteria
for the internal and external assessment including:
 Criterion A: Knowing and understanding
 Criterion B: Investigating
 Criterion C: Communicating
 Criterion D: Thinking critically.
Both the ICSE syllabus and Internal Assessment: An integral component of ICSE document
provide examples of the types of assignments that teachers could prescribe. For example
the HCG Paper 1 syllabus includes suggestions for a field trip, describing the function of the
local government, or presenting a brief history of an Indian monument. The HCG Paper 2
syllabus requires students to have a file with three completed practicals or projects in order
to complete the assignment. These included map work and drawings. Students are also
required to complete two reports on topics of their choice from a suggested list in the
syllabus.
The ICSE in Economics includes internal assessment, with three assignments each year
being prescribed by the teacher. The syllabus provides suggestions such as conducting a
survey or case study.
The IB MYP in Individuals and Societies also includes internal assignments such as tests,
examinations, investigations and research that lead to a report. Many suggestions are
provided in the IB MYP Guide in relation to how an IB school can assess objective BInvestigating, and objective C- Communicating.
The internal assessments for ICSE HCG Paper 1 are graded using a grading rubric.
112
Table 56: Assessment criteria in the ICSE HCG 1and IB MYP Social Studies
ICSE HCG Paper 1
ICSE Internal
assessment
criteria vs MYP
objectives
/assessment
criteria for final
year
193
Preparation/Research

Follows instructions with
understanding.

Masters research
techniques easily.

Reference work is orderly.
MYP
Criterion B: Investigating
The student:
i.
formulates and effectively follows a
comprehensive action plan to investigate
a research question
ii.
uses research methods to collect and
record appropriate, varied and relevant
information
The student:
i.
Information

A good deal of relevant
matter.

Uses wide range of
sources.
Concepts


Good understanding of
historical concepts sequence/ reconstructioncauses and
consequences - continuity
and change

The student:
i.
consistently documents sources of
information using a recognized
convention.
Criterion A: Knowing and understanding
The student:
i.
demonstrates excellent knowledge and
understanding of content and concepts
through thorough, accurate descriptions,
explanations and examples.
Empathy.
Thinking skills

convention.
Different interpretations of
evidence.
Criterion D: Thinking critically
The student:
i.
completes a detailed discussion of
concepts, issues, models, visual
representation and theories
ii.
synthesizes information to make valid,
well-supported arguments
iii.
effectively analyses and evaluates a
range of sources/data in terms of origin
and purpose, consistently recognizing
value and limitations
iv.
thoroughly interprets a range of different
perspectives and their implications.
Can draw Inferences/
deductions/ conclusions.
193
Council for the Indian School Certificate Examinations, (n.d.). History, Civics and Geography (50) Geography:
H.C.G. Paper 1.
113
Presentation –


Matter presented is clear
and is in coherent form
(sub-headings, sections,
chapters etc.)
Work is neat and tidy and
not over elaborate.
The student:
i.
communicates information and ideas
effectively and accurately by using a
style that is completely appropriate to the
audience and purpose
ii.
structures information and ideas in a way
that is completely appropriate to the
specified format
iii.
convention.
As seen from the ICSE descriptors above, the ICSE internal assessments are investigative
or report writing tasks where instructions are provided to the student, and research to find
sources must be used. The IB MYP assessment strands are designed for a range of
assessment tasks, and are therefore less specific to a type of task. However, both
programmes measure students’ knowledge and understanding, thinking skills, and research
skills. The ICSE also heavily emphasises the use of sources and references which is similar
to the IB assessment strand to document sources in a recognized convention.
When comparing the descriptors (and IB MYP strands) in the table above, the IB MYP
measures different skills under the criteria than the ICSE. For instance, IB MYP students
must demonstrate excellent understanding of concepts, whereas ICSE students must
demonstrate good understanding. Further, the IB MYP focusses on synthesizing information,
justifying research questions, and thoroughly evaluating results.
The ICSE HCG Paper 2 syllabus provides different assessment criteria specific to this paper.
These can be seen in the table below:
114
Table 57: Assessment criteria in the ICSE HCG 2 and IB MYP Social Studies
ICSE HCG Paper 2
ICSE Internal
assessment
criteria vs MYP
objectives
/assessment
criteria for final
year
194
MYP
Preparation
Gives complete theoretical
information using relevant
geographical terms
The student:
i.
consistently uses a wide range of
terminology effectively
ii.
Procedure / Testing
States the objectives and
defines the aspects to be
studied.
The student:
i.
formulates a clear and focussed research
question, thoroughly justifying its relevance
with appropriate evidence
ii.
formulates and effectively follows a
comprehensive action plan to investigate a
research question
Observation
Studies text and source
material and makes a list.
The student:
i.
uses research methods to collect and record
appropriate, varied and relevant information
The student:
i.
effectively analyses and evaluates a range
of sources/data in terms of origin and
purpose, consistently recognizing value and
limitations
Inference / Results
States theoretical
information in a coherent
and concise manner using
geographical terminology.
Uses a variety of
techniques. Shows
resourcefulness. Supports
investigation with relevant
evidence.
The student:
i.
completes a detailed discussion of concepts,
issues, models, visual representation and
theories
ii.
synthesizes information to make valid, wellsupported arguments
The student:
i.
consistently uses a wide range of
terminology effectively
ii.
Presentation
Neatly and correctly stated
statement of intent and
conclusion matches with
objectives.
The student:
i.
thoroughly evaluates the investigation
process and results.
194
Council for the Indian School Certificate Examinations, (n.d.). History, Civics and Geography (50) Geography:
H.C.G. Paper 2.
115
Similar to the ICSE HCG Paper 1, the assessment criteria for HCG Paper 2 is referring to a
specific type of assignment such as a research report or investigative task. Alternatively, the
IB MYP criteria are based on what a student should know and understand, and be able to do.
Despite these differences, both programmes assess the students’ knowledge, investigative
and critical thinking skills. However, the IB MYP assessment criteria strands are more
descriptive regarding what a student should have achieved. For example, the ICSE
Observation criterion requires a student to study sources and make a list, whereas the IB
MYP student “effectively analyses and evaluates a range of sources/data in terms of origin
and purpose, consistently recognizing value and limitations”195.
195
116
9. Summary of Key Findings
Drawing on the document analyses conducted within this study, it is possible to identify clear
areas where both the principles and practice of the IB education can be considered
compatible with the Indian school system from primary to lower secondary (IB PYP and
MYP).
9.1 The IB and the NCF
Firstly the IB educational philosophy reflects all of the guiding principles documented in the
Indian NCF 2005, with both systems favouring a holistic and inclusive approach to education.
Further, they both promote flexible assessments, and a curriculum that highlights the
connections between what is learned in the classroom and a student’s real-life experiences.
The programmes both aim to support students in developing a personal identity and
becoming citizens of the world.
The IB Learner Profile, setting out the attributes that are developed by students, is
compatible to the overall NCF objectives regarding holistic education. Both strive for
students to be inquirers and be able to think independently. Knowledge acquisition is
similarly emphasised in both programmes, although the development and application of
global knowledge is only found in the IB. IB learners are also intended to be courageous
risk-takers; however the NCF does not make reference to this aim. Communication skills,
sensitivity, integrity and open-mindedness are similarly developed by learners in both the IB
and NCF.
Acknowledging that, as is the case for the NCF, philosophies and aims can be aspirational196,
consideration has also been given to the implementation of the key principles and aims of
the Indian national curriculum and that of the IB PYP and MYP.
9.2 The IB and the NCERT
When comparing the national standards set in the primary and secondary syllabi of the
NCERT to the IB PYP and MYP, many similarities can be found despite noticeable structural
and contextual differences within the syllabi. The analysis highlighted that the IB PYP and
MYP are structured by the philosophy of the course, the framework for the curriculum, aims,
objectives, and concepts. On the other hand, the NCERT syllabi are framed in a context for
textbook writers and prescribe various key themes and principles that apply either to the
subject or the programme as a whole. The curriculum also draws on the specific challenges
and values pertaining to the national context. Keeping these differences in mind, the
following findings are made.
196
The NCF was written in 2005 to support an ongoing process of reform, providing a framework from which
those involved in writing syllabi, textbooks and examinations, along with teachers and other stakeholders, could
work within and towards.
117
Primary education
Across the subjects reviewed, the majority of key themes and principles found within the
NCERT syllabi can be similarly found within the IB PYP. In Mathematics and Science, both
programmes have a shared theme to ensure that the curriculum is relevant and interesting to
children while connecting the content to their real-life experiences. In the Social Studies
programmes, both aim to develop students’ comprehension skills.
The content, topics and concepts of the Mathematics, Science, and Social Studies syllabi
are broadly similar between the IB PYP and NCERT. Almost all of the NCERT topics are
found within the IB PYP Scope and Sequences syllabi for the three subjects though with
some variations in the level of coverage. The NCERT Social Sciences topics for Class VIVIII are considered only partially included within the IB PYP because of the specific nature of
the content. Alternatively, the IB PYP focusses on broader concepts and strands that
connect the Social Studies topics.
Some differences in the structure of the IB PYP content can be found in comparison to the
NCERT primary syllabi. For example, the NCERT syllabus document is primarily knowledgebased, describing the expected topics and sub-topics to be taught in the curriculum, whereas
the IB PYP focusses on the overall expectations for a topic in terms of the expected skills
that should be developed by students.
Secondary education
As with the primary education comparisons, the IB and NCERT syllabi for secondary
education (MYP and Class IX-X respectively) share similar key themes and principles for the
curriculum and teaching. Some of these themes are also present in the primary syllabi. For
example, both the IB and NCERT emphasise that topics should be connected to real-life
experiences in Mathematics and Science.
In secondary education, both the IB and NCERT aim to build on primary Mathematics. In
Science, both incorporate practical skills. Overall, all of the identified key themes and
principles for Science are shared between the programmes, including the focus on inquiry.
In the NCERT Social Science syllabus, the key principles and objectives are presented at
subject level (History, Geography, Political Science, and Economics) whereas the IB MYP is
concept-based and provides overall principles and objectives. As a result, the key themes
and principles are less aligned between the programmes.
The content and key topics of the NCERT and IB MYP documents have also been compared.
In Mathematics, both programmes teach similar branches of mathematics to study,
including: number, algebra, geometry, trigonometry, and statistics and probability. When
considering the exemplary sub-topics provided in the IB MYP, the NCERT and IB MYP
standard programme demonstrate similar coverage of topics.
Unlike the Mathematics Guide, the IB MYP Science and Individuals and Societies Guide are
concept-based, and do not identify branches of study. Rather, the subject-specific content is
selected and prescribed by IB World Schools when developing the curriculums. In
118
comparison, the NCERT is knowledge-based and provides subject-specific content and
topics for the curriculum as a national standard. Therefore, the IB MYP Science and
Individuals and Societies Guides have fewer comparable topics with the NCERT than the IB
MYP Mathematics Guide.
Although the structure of the content is different, some similarities can be drawn between
these programmes. The NCERT and IB MYP Science syllabi include some similar sub-topics
on the environment, movement and energy. In Social Studies, the NCERT sub-topics are
considered comparable to many of the subject-specific related concepts in the IB MYP. As
the different related concepts are selected and elaborated on at school level, it is anticipated
that an IB World School could develop a curriculum that includes the NCERT topics under
these IB concepts.
One key observation for Social Studies would be that the NCERT topics are discussed in the
context of India and include study of the Indian constitution. These topics are not present in
the IB; however, when considering a broader historical or geographical context, similarities
can be drawn to the IB. Similarly, when considering the themes and values presented in the
Indian constitution, these can be identified within the IB, particularly the Learner Profile.
Overall, for primary and secondary, the principles and content of IB and NCERT
Mathematics and Science demonstrate the most similarities. Slightly greater differences are
evident between the Social Studies syllabi.
9.3 The IB MYP and the CBSE
Focussing in on the MYP, consideration was given to how the programme compares, in
principle and practice, to the CBSE curriculum. To establish this, reference was made to
overall aspects of the CBSE curriculum as well as specific aims and content prescribed for
Classes IX-X in the three subject areas.
The principles and underlying philosophies of the CBSE define the underlying values of the
education. When comparing these with the IB, similar values are stated within the IB MYP:
From Principles to Practice (IB, 2014). These shared aims include nurturing life skills;
connecting knowledge and application; developing a global perspective; teaching students to
become lifelong learners; and acknowledging the individual differences in students. The
CBSE further aims for students to develop an understanding of the Indian constitutional
values, an aim that is not directly prescribed in the IB; however the values themselves are
taught and discussed in the IB. Some of these core components and themes (i.e. lifelong
learners, life skills, and constitutional values) are repeated within further sections of the
CBSE philosophy. For example, the promotion of constitutional values is stated within the
CBSE mission and goals.
Upon reviewing the principles for the curriculum and the key aims of education, the CBSE
provides two other principles (to provide a holistic education; and to support a student’s
individuality) that are similarly shared by the IB MYP. The IB mission is to promote holistic
learning. Individuality is also explored in the IB within the Learner Profile attributes.
119
The aims of the CBSE can also be found with the IB MYP. In addition to previous aims
already discussed, the CBSE aims to nurture future citizens and teach students to
collaborate. The IB MYP similarly aims to develop confident and empathetic future citizens,
and includes collaborative activities and learning.
The goals, core competences and outcomes in the CBSE share similar themes on what a
student should develop with the support from teachers and the curriculum. These can be
similarly identified within the IB MYP. Both support students in developing creativity,
communication skills, technology skills, higher order thinking skills, and logical problemsolving skills.
Overall, the key philosophies shared by both the IB MYP and CBSE are to promote a holistic
education that develops lifelong learners. Both syllabi focus on individual and personal
development of the students in non-academic contexts.
In terms of curriculum content, the CBSE secondary syllabi for Mathematics, Science and
Social Studies include aims and objectives developed from the themes and principles in the
NCERT syllabi. These aims and objectives are developed at subject level for both the CBSE
and IB MYP. Therefore, many of CBSE aims can be found within the aims specified for the
IB MYP. In Mathematics, both focus on developing an understanding of mathematics and
mathematicians, and developing analytical and reasoning skills. In Social Studies, the IB
MYP aims are at least partially similar to those in the CBSE. The IB MYP aims are broader
than the CBSE subject-specific aims to develop specific understanding of Indian history or
geography.
The CBSE aims and objectives are similar to specific objectives or concepts within the IB
MYP. For instance, in Mathematics, both the CBSE and IB MYP aim to apply mathematics in
real-life contexts. Further, both the CBSE and IB MYP develop investigative and practical
skills in Science, and diversity and contemporary issues in Social Studies.
The content comparison demonstrated many similarities between the CBSE and IB MYP,
especially in Mathematics. In Mathematics, similar branches of mathematics are shared
between the syllabi with the sub-topics being included within the IB MYP standard sample
topics. Unlike the CBSE, teaching hours by topics or sub-topics are not prescribed in the IB
MYP: this is something developed by an IB World School, and therefore could be
customised to compare to the CBSE syllabi. The CBSE Science and Social Studies content
topics are also similar to the IB MYP, but with more topics only partially included within the
IB MYP. In both instances, the CBSE curriculum is knowledge-based and outlines subjectspecific sub-topics that are often not identifiable in the IB MYP key or related concepts. In
terms of topics covered in Science, Materials, Moving things and Natural resources are
included in the CBSE and IB MYP. In Social Studies, all CBSE topics areas are partially
included within the IB MYP with the exception of Disaster Management.
Both programmes assess content through internal and external assessment. Where the
underpinning key principles and content of the two syllabi across the three subjects may be
similar, the format and approach to assessment is where the greatest differences between
the IB and CBSE become apparent. For each subject in the CBSE, a question paper design
is provided that includes the typology of questions in the paper. When using this typology as
120
a reference point to compare the optional IB MYP eAssessments, the duration of a CBSE
exam is longer and includes more questions than the IB MYP exam; however, the IB MYP
includes extended questions with a greater number of marks attached (and therefore greater
weight towards the overall mark) than those in the CBSE. When using the five main CBSE
typologies (Remembering, Understanding, Application, Higher-order thinking skills, and
Creating and Evaluating (Mathematics and Social Science) / Inference and evaluation
(Science)) to compare the papers, it can be observed that the IB MYP eAssessments place
greater weighting on Higher-order thinking skills and Creating. Testing of skills under
Application is also common in the IB MYP eAssessments, however there are no questions
which solely focussed on testing knowledge recall (Remembering), as found in the CBSE
although it is recognised that some level of knowledge recall would be required to answer
the questions, which may be acknowledged within the mark schemes.
9.4 The IB and the ICSE
In the ICSE, the syllabi are structured based on the examination papers; with three papers
for Science (Biology, Chemistry and Physics) and two for Social Studies (History and Civics;
and Geography). The aims provide guidance on what students should know for each subject
paper, and the content is split by which paper it is tested in.
When comparing the ICSE and IB MYP aims, many similarities can be found. In
Mathematics, both aim to develop understanding of mathematics and apply their knowledge
to real-life contexts. In Science, knowledge and understanding is also emphasised, however
the ICSE provides these aims in each paper (Biology, Chemistry, and Physics) whereas the
IB MYP provides aims for the programme as a whole. In Social Studies, both aim to develop
an understanding of different cultures. Some of the ICSE aims reference Indian history and
the Indian government which are not directly found within the IB MYP as an international
qualification. For aims or content not prescribed in the IB framework, IB World Schools could
adapt the programme to include aims or content that reference Indian history and the Indian
government.
The topics taught within the ICSE and IB MYP curriculums are mostly similar, particularly for
Mathematics, with both teaching the same general topics of arithmetic, algebra, geometry,
mensuration, trigonometry, statistics, and probability. The content in the ICSE Science
papers and the History, Civics, and Geography papers is considered partially included in the
IB MYP. In both subjects, the ICSE provides subject-specific topics and sub-topics that, in
the IB, are normally prescribed at school level. By contrast, the IB MYP syllabi are
conceptually based, and provide a framework for which the Science or Social Studies topics
can be discussed within. Therefore some of the ICSE topics can be identified within the IB
MYP but only partially.
Both the ICSE and IB MYP include internal and external assessment. The ICSE provides
sample learning outcomes for the possible internal assessment tasks in each subject. When
comparing these to the IB MYP strands, both included statements that students should
understand, apply or analyse knowledge, ideas, and processes. The ICSE Mathematics and
Science sample learning outcomes included statements on students applying their subject
knowledge in the context of other subjects or disciplines. This cross-curricular outcome
121
indicates that the ICSE includes some level of cross-curricular linkages within the curriculum
or internal assessment.
9.5 Cross-curricula linkages
Cross-curricula linkages, or connections between different disciplines, subjects, or
knowledge across the curriculum, can be identified within the IB MYP, CBSE and ICSE.
Each of the programmes prescribe these linkages to different levels and through different
techniques.
Within the ICSE, cross-curricula linkages are seen within the internal assessment learning
outcomes. Further connections between subjects could not be found within the subject
syllabi. It is possible that this form of teaching is developed in the internal assessment by
schools.
The CBSE includes a section on developing cross-curricular linkages within the Principles of
School Curriculum197. The CBSE feels these linkages are important for connecting prior and
new knowledge and experiences. Further, the connections between the different subjects
allow students to apply what they learn in relevant contexts and reflect on their learning. The
CBSE states that problem-solving, reasoning, and creative thinking are used across the
curriculum, and are facilitated by the cross-curricular linkages provided to students198. The
CBSE encourages teachers to include interdisciplinary projects as part of the curriculum.
These linkages are not explicit within the subject level syllabi, however; it may be that the
projects and school level lesson plans more fully illustrate how these linkages are
incorporated. When observing the possible elements CBSE teachers should include in
lesson plans, interdisciplinary linkages is one of many199.
The IB MYP demonstrates cross-curricular linkages and an interdisciplinary focus within the
main framework for the programme. The IB document MYP Guide to interdisciplinary
teaching learning (IB, 2010) describes how the IB MYP promotes interdisciplinary teaching
and learning throughout the curriculum. The IB defines interdisciplinary learning as “the
process by which students come to understand bodies of knowledge and modes of thinking
from two or more disciplines or subject groups and integrate them to create a new
understanding”200. When implementing the curriculum, teachers are encouraged to ‘make
meaningful connections across the subject groups’. Further, the approaches to learning (ATL)
are also used across subject groups and allow for connections among the subjects.
The IB MYP further facilitates these linkages most noticeably through key concepts that are
shared between subjects and allow students to consider the same concept in the context of
different disciplines. These key concepts are mostly similar to the aims and topic areas
included within all three subjects in the CBSE and ICSE. Therefore, the IB MYP framework
197
Central Board of Secondary Education, 2015. Secondary School Curriculum 2015-2016 Subjects.
198
199
200
International Baccalaureate Organization, 2010. Middle Years Programme: MYP guide to
Volume 1 Main
Volume 1 Main
Volume 1 Main
interdisciplinary
122
for interdisciplinary teaching and learning is compatible with the Indian system for crosscurricular linkages.
In summary, when considering the underpinning philosophies, curriculum, and assessment
of the IB PYP and MYP alongside the Indian education system, many similarities can be
found. Both teach similar values and skills to students, and provide a broadly similar
coverage of topics within Mathematics, Science, and Social Studies. Despite structural
differences in the documentation and programme frameworks, IB World Schools could adapt
the PYP and MYP to include the topics taught in the Indian system.
123
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130
Appendix 1: Teaching Hours in the CBSE
Table 58: Teaching hours in the CBSE Mathematics
CBSE Mathematics Units
Number of
Periods
Class IX First Term
Number systems

Real numbers
Algebra

18
23
Polynomials
Geometry

Introduction to Euclid’s geometry

Lines and angles

Triangles
6
13
20
Coordinate geometry
6
Mensuration
4

Areas
Class IX Second Term
Algebra

14
Linear equations in two variables
Geometry

Quadrilaterals

Area

Circles

Constructions
Mensuration

10
7
15
10
12
Statistics
13
Probability
9
Class X First Term
Number systems

Algebra

Polynomials

Pair of linear equations in two variables
Geometry

7
15
15
Triangles
Trigonometry

Introduction to trigonometry

Trigonometric Identities

15
Real numbers
10
15
18
Statistics
131
Class X Second Term
Algebra

Quadratic equations

Arithmetic Progressions
Geometry

Circles

Constructions
Trigonometry

10
14
Lines (In two-dimensions)
Mensuration

8
Probability
Coordinate geometry

8
8
Heights and Distances

15
8
12
Areas related in circles
Total Class Periods
Class hours (if periods are 40-45 minutes each)
358
238-268
Table 59: Teaching hours in the CBSE Science
CBSE Science Units
Number of
Periods
Class IX First Term
Materials
22
The World of The Living
22
Moving Things, People and Ideas
36
Food
10
Class IX Second Term
Materials
28
23
Moving Things, People and Ideas
24
Natural Resources.
15
Class X First Term
Materials
30
20
How Things Work
32
Natural Resources.
8
Class X Second Term
Materials
25
30
Natural Phenomenon
23
132
Natural Resources.
12
Total Class Periods
360
240-270
Table 60: Teaching hours in the CBSE Social Science
CBSE Social Science Units
Number of
Periods
Class IX
India and the Contemporary World-I
40
Contemporary India-I
None indicated
Democratic Politics-I
40
Economics
40
Disaster Management
25
201
Class X
India and the Contemporary World- II
45
Contemporary India-II
45
Democratic Politics- II
45
Understanding Economic Development
45
Disaster Management-II ( formative assessment only)
10
Total Class Periods
335
201
223-251
This may have been a typo in the syllabus.
133

Full Report - International Baccalaureate

Transcription

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